Background: There is a strong need to improve learning and retention during undergraduate education Aim & objectives: To determine learning style preferences in first year M.B.B.S. students. Methodology: Study participants were 92 {50(54.35%) male & 42(45.65%) female} first year M.B.B.S. students. Students have individual learning style preferences including visual (V; graphs, charts, and flow diagrams), auditory (A; speech), read–write (R), and kinesthetic (K; learning from touch, hearing, smell, taste, and sight). These preferences can be assessed using the VARK questionnaire. The responses were tallied and assessed for learning style preference. Results: Majority of students had multimodal preferences. Of 92 students 32(34.78%) had unimodal predilection, 24(26.09%) had bimodal prediliction, 12(13.04%) had trimodal predilection and 24(26.09%) had predilection towards all 4 modes. No significant difference in learning style preference between male and female students was seen. Conclusion: Majority of students preferred multimodal instruction.