This study aimed at investigating the extent to which the teaching style preferences ofrnEFL teachers match or mismatch with the preferred perceptual learning styles exhibitedrnby multi-ethnic EFL students. The study applied both quantitative and qualitativernresearch design. Data on learning styles were collected using Reid's (1987) perceptualrnlearning style preference questionnaire (PLSPQ). Information on teachers preferredrnteaching styles was obtained using the adapted version of the PLSPQ. Semi-structurerninterview was conducted with the students and teachers to gather additional data. Onernhundred sixty EFL students and seven EFL teachers were selected as respondents of thernquestionnaire at Gambella Teachers Education College and Openo Technical andrnVocational College in Gambella Regional State. Preference means and percentages wererncalculated for the learning styles and the teaching styles. Description was given to thernresponses to the interview. Results revealed that there are differences between thernteachers preferred teaching styles and the students learning style preference. Auditoryrnand Individual styles were expressed as major preferences of students. Group,rnKinesthetic, and Auditory styles were indicated as teachers' major preference. Significantrndifferences in the learning preferences among students from different ethnic groups werernalso investigated. The interview result indicated that teachers do not assess students'rnlearning styles, and hence mismatch often occur in the classroom which affected thernsuccess of students learning. In line with finding, recommendations have been given atrnthe end.rnKey terms- Learning style preference, teaching style preference, ESLIEFL, Culture,rnethnic.