The purpose of the current study was to identify the extent to which learning styles influence the educational process as well as the outcome of students, particularly elementary-age students, in terms of academic achievement. This study examined the potential relationship between the degree of match (as determined by comparing learning style preferences of students with instructional strategies of teachers) and the academic achievement of fourth grade students as shown by Palmetto Assessment of State Standards scores in four academic content areas, namely English language arts, mathematics, science, and social studies. The researcher collected data from a sample of approximately 200 students from three schools in different northwestern South Carolina districts. A quantitative approach utilizing a correlational design was used to analyze the data and produced Pearson r values for each content area respectively. These results demonstrate a lack of significant correlation between variables.