According to the fact that the individuals store what has been taught to them as appropriate information in their memories and make an effective use of it. They also have been indicated to have positive attitude to what has been learnt, there is this possibility that the individuals’ learning style can be effective on their academic performance. Therefore, the present study intended to examine the relationship between learning style and the academic performance. the present study is a descriptive-analytical research which has been conducted on 220 students who were selected based on a randomized method in 2015. The data collection tool was a questionnaire which comprised of two parts. The first part was related to the demographic information and the second part pertained to the Vark learning style standard questionnaire. The data were analyzed by SPSS 19 software and descriptive statistics, chi-square test, Pearson’s correlation, independent t-test and the variance analysis were used. in the present study the students’ average age was 21.73 ± 3.83. The individuals’ total score average was 15.21±1.55.Among the study sample volume, 128 individuals (58.2%) were male. The relationship between age and gender with academic performance and the learning style was not found to be statistically significant (P>0.05). The learning style frequency among the university students was, respectively, belonging to reading and writing (41.4%), kinesthetic sensory (17.7%), multimodal dimensions (17.7%), visual (15.0%) and auditory (8.2%). The relationship between the learning style and the academic performance was not statistically significant (P=0.676). the results of the present study indicated that there is no significant relationship between the learning style and academic performance.