Learning styles have long been considered an important factor influencing student learning and academic success. Educational researchers and practitioners have argued that students possess unique preferences for processing, organizing, and retaining information. Understanding these preferences may enable educators to design instructional strategies that enhance learning outcomes. This study investigates the relationship between learning styles and academic performance among university students. A quantitative correlational research design was employed involving 800 undergraduate students from multiple academic disciplines. Data were collected using the VARK (Visual, Auditory, Read/Write, Kinesthetic) Learning Style Questionnaire and academic performance records. Statistical analyses including descriptive statistics, correlation analysis, ANOVA, and multiple regression were conducted. Findings reveal significant associations between learning preferences, learning engagement, study habits, and academic achievement. Students who demonstrated multimodal learning preferences generally achieved higher academic performance than those relying on a single learning style. The study highlights the importance of diverse instructional approaches and personalized learning environments in enhancing student success.