This study investigates the effectiveness of particular teaching styles, inductive method and deductive method, in stimulating significant improvement on the reading comprehension skills of the third-year college education students in Cebu Technological University-Danao with specific learning style preferences, sequential learners and global learners. The particular Learning Style Preferences (LSP's) observed belongs in the cognitive personality domain which is perceived to be permanent and insusceptible to external influences, while the teaching styles used are assumed to address the needs of each of the LSP based on their preferred way of taking in information. It utilizes a quantitative and qualitative approach of data analysis and presentation; the method is quasi-experimental research. The experiment was performed in teaching the Literature 2 Literatures of the World course. The findings show that both sequential and global learners can learn in any of the two teaching methods and can cope despite the methodical incongruences in the teaching-learning situation.