This study furthers the understanding of the connections between learning approaches and learning strengths. The research population embraced 65 males from the Jewish ultraorthodox community, who abide by distinct methods of study. One group follows the very didactic, linear and structured approach with performance orientation, while the second group follows the multi-directional approach that emphasises global, abstract thought with learning orientation. The study employed a mixed research method, with the research tools including textual analysis and closed questionnaires. The findings show that those following the multi-directional method indicated greater spatial and inter-personal intelligence, while those following the linear approach demonstrated higher linguistic intelligence. The question of how learning and teaching paradigms influence individual study is also discussed. (Contains 3 tables.)