Elban M.20.04.20192019-04-2020.04.20192019-04-2020182165-8714https://dx.doi.org/10.12973/eu-jer.7.3.659https://hdl.handle.net/20.500.12403/371In this study, the relations between learning styles and academic success of pre-service history teachers were examined. The study group of this research was comprised of 142 pre-service history teachers, who attended Bayburt University, Faculty of Humanities and Social Sciences, Department of History in spring quarter of 2017-2018 academic year. "Grasha-Reichmann Learning Style Scale" was used in collection of data for the research. As per the academic success of the pre-service history teachers, averages of their four major area course grades were recorded. In the analysis of the research data, descriptive statistics, t-test for the independent groups, and multiple regression analysis were used. It was understood that the dominant learning styles of pre-service history teachers were, respectively, dependent, independent, participant, collaborator, avoidant, and competitive learning styles. Also, it was found that gender variable has not significant effect on pre-service history teachers’ learning style. In the regression analysis, it was discovered that the learning styles of pre-service history teachers are predictive for their academic success. Moreover, it was understood that only participant and competitive learning styles significantly predicted the academic success. In other words, learning styles of pre-service history teachers accounted for 28 % of academic success of the pre-service history teachers. © 2018 Eurasian Society of Educational Research. All rights reserved.eninfo:eu-repo/semantics/openAccessAcademic achievementHistory educationHistory pre-service teachersHistory teachingLearning styleAcademic achievementHistory educationHistory pre-service teachersHistory teachingLearning styleArticle7365966510.12973/eu-jer.7.3.6592-s2.0-85060782746Q2