Summary from the abstract: "In the educational field, a substantial amount of empirical study has focused on analyzing the relationship between pedagogical performance and learning styles. While some researchers have asserted that the learner's preferred learning style energizes the learning process to produce the best possible outcomes, others have rebuffed this relationship. Learning and personality theories were used to inform the present study's examination of the relationship between learning style preferences among military learners at the Defense Language Institute Foreign Language Center as measured by the Barsch Learning Style Inventory and their listening proficiency achievement scores in the Modern Standard Arabic course as assessed by the Defense Language Proficiency Test 5 (DLPT5). Gender associations with these relationships were also investigated. Archival data of 182 participants were analyzed using SPSS version 25. Pearson correlations and multiple regressions were used to determine the relationships between male and female learning styles and their listening proficiency scores. Chi-square tests of independence were used to determine the correlations between military learners' preferred learning styles and listening proficiency grades. Findings showed that gender had no effect on the correlations in question; listening raw scores were significantly and inversely related to auditory and kinesthetic learning. Military language learners who relied more on a combination of learning styles achieved higher listening proficiency scores on the DLPT5. A non significant relationship emerged when preferred learning styles were analyzed in parallel with high listening proficiency DLPT5 results. This study's overall findings highlight the significance of considering learning style preferences along with individualized performance in furthering productive learning environments."