The present study intended to determine the learning style preference (LSP) of Iranian non-academic EFL students and examined if there was any relationship between their LSP and the three variables of gender, English proficiency level and final achievement scores. To this end, the Kolb Learning Style Inventory version 3.1, Oxford Placement Test 2 and a final achievement test were administered to 327 Iranian students in English language institutes. As for participants’ LSP, descriptive statistics showed that 39% of the participants were characterized as Assimilators and 40% Divergers. Besides, results of the computed Pearson Contingency Coefficient and Cramer’s V indicated that there was a low association between participants’ learning style preference (LSP) and their gender, proficiency level and achievement scores. The results of the study, therefore, supported the need for further exploration of the teaching and learning situation and related factors to identify how best to take account of students’ learning styles and what factors may have a stronger association with learners’ LSP.
