Learning can be defined as a process of creation and incorporation of knowledge through the transformation of experience. It is through the combination of apprehension experience that learning occurs, i.e., through transformative experience and by understanding information. This study is based on Kolb's theory, which defines four cyclic stages that exemplify learning modes. This article investigates the learning styles of undergraduate students of the higher education course in Gastronomy Technology of the SENAC University Center of the Águas de São Pedro campus, aiming to verify the preferences for the methodologies applied in the unit, and the relationship between the learning styles of the students and those of their teachers. This is an exploratory and descriptive study, based on bibliographic research. It is also quantitative, as it uses a standardized test/structured questionnaire for the data collection. Results were obtained from a sample of 115 students, mostly demonstrating convergence in terms of learning styles and preferred methodologies, preferring, in the latter case, technical visit, experimentation and dialogued exposure. Among the sample of teachers, comprising 22 respondents, the accommodating learning style was prevalent. Based on these results, it was concluded that the students’ predominant learning style differed from that of the teachers, presenting teachers with a challenge to apply the best teaching methodologies and bring quality teaching.