A battery of learning preference and course evaluation methods was used in a class of 38 college undergraduates enrolled in an educational psychology course. This investigation was designed to test the hypothesis that students' evaluation of pedagogical methods is modified by their learning style. Results indicated that students who actively participated in classroom discussions rated interactive teaching components such as voluntary group study sessions as very important to their learning, while students with low verbal participation scores rated less interactive components such as lectures or texts to be more valuable. The relationship between class participation and dimensions of Kolb's Learning Style Inventory (Kolb, 1985) and The Myers-Briggs Type Indicator (Myers, 1980) was examined. Interviews with students indicated that students felt the use of different teaching methods provided a more interesting and stimulating learning experience. (Contains 11 references.) (Author/PB)