A study determined if relationships exist between learning styles and academic achievement and brain hemispheric dominance and academic performance in the courses of principles of management, business law, intermediate accounting, and principles of economics. All second-year accounting students (64 students) at Northeast Iowa Community College from 1988 to 1991 took the Kolb Learning Style Inventory to determine their learning styles and the McCarthy Hemispheric Mode Indicator to discover whether students were right-brained, left-brained, or whole brained. Academic achievement was measured by the students' final grade point averages earned in the courses. Direct and inverse tendencies seemed apparent between particular learning styles and academic achievement. In brain dominance, direct and inverse tendencies appeared to exist between certain brain hemispheric modes and academic achievement. Findings suggest that post-secondary business and accounting instructors should consider testing their students to determine students' learning styles and brain hemispheric dominance so that the instructors may suggest study approaches and methods that may increase academic achievement. (Contains 16 references and nine tables of data. The learning style inventory and brain hemispheric mode instrument, and a description of four learning styles are attached.) (Author/RS)