Learning styles and learning strategies are the ways participants take in, process, and apply information. Everyone has unique learning styles and learning strategies. The problem that was addressed through this study was that academic achievement could be negatively impacted when community college participants were unaware of their learning styles, which limited opportunities to use associated learning strategies. The purpose of this quantitative correlational study was to investigate whether learning styles and learning strategies were associated with community college participants' academic achievement. The conceptual framework for this study was based on Fleming and Mills' (1992) learning styles model. This non-experimental, quantitative study was conducted at a community college in the Mid-west region of the United States. The sample size was 51, and the participants were enrolled in courses in all nine of the college's schools. The participants completed the VARK Learning Styles and Strategies questionnaires, which identified the participants' learning preferences. Their school grades and semester grade point averages indicated their academic achievement. SPSS 29.0 was used to conduct the Chi-square test for independence. The results showed there was a statistically significant association between the participants' learning styles and academic achievement, but there was no statistically significant association between the learning strategies and academic achievement. The findings provide information identifying the participants' diversity in learning styles and strategies. Knowledge of this diversity contributes to academic practice support of individualized learning materials, assessments, and differentiated instruction to enhance academic progress. [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.]