This paper highlights extensive previous research on cognitive learning style and describes an investigation of correlated cognitive learning style testing of 107 United States Air Force cadets and officers. The investigation set out to determine whether a multidimensional construct for individuals could be identified, allowing instruction to be adapted to meet the learning needs of students more specifically. In particular, it focused on the relative influence of cognitive learning style on computer utilization and information processing, since these skills are required of most Air Force officers in their work. Results of this study provide a "first look" at previously undocumented information about comparisons of three learning style inventories, the Group Embedded Figures Test (GEFT), the Gestalt Completion Test, and the Kolb Learning Styles Inventory II '85 (LSI 1985). Results compare the Air Force sample's levels of computer expertise with that of the population at large, and explore the number of people tested who display a tendency for field independence and cognitive flexibility. Further investigation of a larger and more representative population from public university settings may well be necessary. Comprehensive data tables and charts show the study results graphically. The paper also includes a profile of "the Air Force officer of today and tomorrow." (Contains 69 references.) (SWC)