Abstract
Student's awareness about their own styles and their ability to choose and use the most appropriate strategies for themselves are two important factors for their success. Learning styles and learning strategies were the subject of many studies. This study aimed to explore the effect of learning strategies, gender and departmental differences on learning style of prospective teachers in higher education. 109 prospective teachers at the faculty of education from four different departments were participated in the study. Results indicated that assimilator learning style was the most frequent style among others within the participated students. Gender has no significant effect on learning styles. Also it is been found that there is no significant effect of learning strategies on learning style of students.
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