The study described looks at the effects of learning style profile of teams on the quality of materials developed in a collaborative learning process. The study was carried out on collaborative teams of four or five university students, formed through learner preferences. Learning styles of the teams were determined using Kolb's Learning Styles Inventory. The learning style profiles of each team were found to vary, and each team had at least two students with different learning styles. At the end of the process, each team produced a printed material-developing manual. Evaluation was carried out by experts via analysis of the materials from the viewpoint of content adequacy, scientific accuracy, organization and originality, the specifications of which are also provided in the study. Statistical analyses indicated some significant differences between the teams regarding the product quality. Implications for practice in terms of team formation and possible effects on performance are given. (Contains 9 tables.)