Different research outcomes indicate that personality types and learningrnstyles playa role in determining students' academic success. Therefore,rnthe present study was aimed at the investigation of the effects of somernpersonality type and learning styles on college students' academicrnsuccess. More specifically, the major concern of this study was to examinernthe relationship between: i . Personality types and academic success, ii .rnlearning styles and personality types, and iii . learning styles andrnstreams. Moreol/er, it also tries to identify whether there is the mostrnpreferred learning style at college level and whether there is significantrndifference among learning styles.rnFor the study three hundred twenty nine second year college studentsrnwere randomly selected from three educational colleges of Oromiya region.rnData on personality types and learning styles were obtained fromrnpersonality types and learning styles self-reported questionnairesrnadministrative to these subjects. College record officers were consulted tornget data concerning academic success of students.rnData were analyzed using Pearson product moment correlation, one-wayrnanalysis of variance and percentage. Then, the result of the statisticalrnanalysis obtained through correlation displayed non-significantrnrelationship between personality types and academic success, significantrnrelationship between introverted personality type and reflective learningrnstyle preference; and significant relationship between pragmatist learningrnstyle and natural science stream. The result obtained using percentage torndifferentiate the most preferable learning style at college level showedrnreflective learning style as the most preferred, while activist was identifiedrnas the least of all. One-way ANOVA was computed to see whether there isrnsignificant difference on student's academic performance and learningrnstyles. But the result reveale;lno significant difference among learningrnstyles.rnIt was concluded that personality types and learning styles alone may notrnsignificantly influence students' academic success at college level.rnConcerning learning style though there are differences in preference, itrnwas also concluded that all types of learning styles have their own valuesrnand are worthy for academic success.rnFinally) it was suggested that teachers should have an awareness of thernexistence of diverse learning style preferences among learners; so thatrnthey appreciate these diversity and use while teaching to benefit all type ofrnlearners