This study investigated the relationship of personality types, preferred learning styles, and choice of academic major of college students. The subjects were 500 students from six selected academic majors in SDA tertiary schools in Luzon. Respondents answered the Personal Style Inventory (PSI) and the Perceptual Modality Preference Survey (PMPS).

The major findings of the study were as follows: (a) considering the dominant personality types of college students, there were more extraverts than introverts, more sensers than intuitors, more thinkers than feelers, and more judgers than perceivers; (b) the preferred learning styles of college students were print and kinesthetic, comprising almost 64% of the total population. The students who preferred aural, interactive, haptic, visual and olfactory learning styles comprised only 35% of the total population; (c) there were significant differences in the personality types of college students by gender and ethnicity. (d) There were significant differences in the perceptual learning styles of college students by gender, age, and ethnicity. (e) There was no significant relationship between students’ personality types and their choice of academic major. (f) There was a significant relationship between on perceptual learning style and the choice of academic major of college students; (g) there were significant relationship between personality types and perceptual learning styles of college students. (h) as far as the correlates of academic performance are concerned, it was found that personality types, interactive learning style, and ethnicity were significantly related to academic performance. (i) The best predictive model of academic performance, given the variable of the study, include Sensing-Intuition dimension, region 1, interactive learning style, gender college students, and Thinking-Feeling dimension. These five variables of the study explain 14.2% of the variance in academic performance.

Recommendations include creating a learning environment that is responsive and adaptive to the educational needs of students. It is recommended that colleges and universities need to successfully implement an effective pre-service and in-service training to enhance teachers’ skill in preparing a differentiated curriculum and instruction. Administrators are challenged to provide necessary support and leadership towards implementing a more enhanced learning environment for students.