This study was conducted to assess differences in preferred learning styles between four groups of preservice teachers (N=568), first year through senior year, and to determine if teaching level interest and gender are also factors associated with learning style preference. Participants completed a questionnaire rating five professors each of whom was skilled in either lecturing, group discussion, independent learning, simulation, or using a variety of classroom methods. Analysis of variance found statistically significant differences between first year students and students in the other three years. First-year students preferred lectures; juniors preferred group discussion; and sophomores, juniors, and seniors preferred independent study. Significant main effects were found between university level and preference for both case studies and a variety of teaching methods, but no specific group differences were found. Gender was not related to preference for lectures, group discussion, or case studies, but first year women held significantly lower preference for independent study than did junior and senior women. Women expressed a higher preference for a variety of teaching methods than men. Knowledge of student preferences for learning activities could be used by professors to individualize courses thereby increasing motivation and satisfaction with learning. (Contains 14 references.) (LL)