In an influential publication in 2009, a group of cognitive psychologists revealed that there was a lack of empirical evidence supporting the concept of learning styles-based instruction and provided guidelines for the type of research design necessary to verify the learning styles hypothesis. This article examined the literature since 2009 to ascertain whether the void has been filled by rigorous studies designed to test the matching hypothesis and identify interaction effects. Correlational and experimental research recently published on learning styles is reviewed, along with an examination of how the subject is portrayed in teacher education texts. Results revealed that the more methodologically sound studies have tended to refute the hypothesis and that a substantial divide continues to exist, with learning styles instruction enjoying broad acceptance in practice, but the majority of research evidence suggesting that it has no benefit to student learning, deepening questions about its validity.