Learning is basically a way of problem solving. It requires the resolution of a task and determining when, where and how to use the necessary strategies and tactics in order to achieve the goal. Therefore, different learning situations necessitate different learning strategies. Learning styles can be altered by employing different learning strategies. In other words, the interaction of both concepts facilitates a more realistic planning for the process.

Unfortunately, neither concept has a universally acknowledged definition. According to Grasha, a learning style is the personal tendency that influences the learners’ acquisition, their interaction with peers and teachers, and their involvement in the learning experience. The Grasha-Riechmann Student Learning Styles Scale (GRSLSS) has been developed to measure learning preferences of students in their interaction with peers and teachers. Grasha emphasizes that learning styles are a combination of personal traits and that some learners are more powerful in some aspects than others. In this study, a 60-item learning styles form which was adapted to Turkish by Kılıç has been used.

Regarding the learning strategies, different scales are used in various studies in literature and those scales are generally written by the researchers themselves. A comprehensive literature review reveals that the number of scales to be used in order to determine the learning strategies of higher education students is limited. This study has used a 38-item scale, The Turkish Adaptation of Abridged ACRA Higher Education Learning Strategies Scale (Arias ve Justica; 2003) by Sönmez, Küçüker and Selvi (2105).

The study aims to determine the level of interaction between the learning strategies and learning styles of 423 pre-service teachers who studied in twelve different departments of Teacher Certificate Program conducted at Ankara University Faculty Educational Sciences during 2015-2016 academic year.

Although the data analysis of this study is still underway, the initial data suggests that as the consistency level in the strategy and style interaction increases, so do the pre-service teachers’ achievement scores according to both gender and field of study.