This study was aimed to evaluate the learning styles of education faculty students and to determine the effect of their success and relationship between their learning styles and academic success. The popula- tion of this study is comprised of the students of Education Faculty in 19 May University and the sample includes 140: 68 art, 72 pre-school teacher department students. Depending on the results obtained from pre-test, it was aimed to improve students’ knowledge and skills in studying. There was a significant dif- ference between the scores of pre- and post-tests. The significant relationship between the scores of post-test and the student success revealed that they learned how to study effectively. The validity and re- liability of the test were determined by considering the Cronbach alpha coefficients for each and all of the items. The study has found statistically significant differences between the results of the first and final applications of the subtests on learning styles and academic success; those subtests covered the items as learning, planned study, effective reading, listening, writing, note taking, using the library, getting pre- pared for and taking exams, class participation and motivation.
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