The aim of this study is to investigate education faculty students’ learning strategies in terms of learning style and certain demographic variables. In accordance with this aim, this research was designed using the survey method. The sample of the study consists of 950 students during the 2013-2014 academic school year. Kolb’s Learning Style Inventory, Learning Strategies Scale, and Personal Information Form were used as the data collection instruments. Descriptive statistics, Chi-Square Test and MANOVA were used to analyze the data. The results indicate that students mostly have assimilating and converging learning style and that learning style and gender have an effect on learning strategy. Learning strategy usage level of the students that have converging learning style is higher than other students.