Purpose: The purpose of this retrospective quantitative correlational study was to determine the relationship of student temperament (as measured by the online Jung Typology Test) and learning styles (as measured by the Felder-Soloman Index of Learning Styles) to academic performance of first-semester physics students while enrolled in a Sierra Community College Physics Department course during the 2014-2016 school years. Methodology: This is a retrospective quantitative correlational study of the relationship between student personality information self-reported by survey and student performance as measured by semester grades. The historical survey data consists of results from two online assessments: the JTT (measuring temperament) and the FS-ILS (measuring learning styles). Students were asked to voluntarily provide the results from these surveys taken at the beginning of each semester. The results of these surveys took the form of quantitative data which was compared with quantitative final student grades using descriptive and comparative statistical methods using predominately non-parametric procedures. All data was anonymized by the researcher for student privacy. Findings: There were performance advantages for students choosing Judging and Intuition temperaments as well as Verbal learning styles, and apparent performance disadvantages for students choosing Perceiving and Sensing temperament types. Conclusions: The temperament and learning style results cannot be reliably used to predict individual performance. However, literature review and qualitative follow-up suggested students who were made aware of their temperament and learning style may become more persistent with their educational goals. Recommendations: Further recommended research includes a study to determine the likelihood of students with less common or less social temperaments finding compatible study partners, and what advantages or disadvantages may result. Also, research to determine what, if any, advantage there is for students whose temperament or learning style matches that of the instructor. Additionally, a longitudinal study should be conducted to examine how student techniques adjust to their learning styles with time. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]