Personality and learning preferences are key psychological factors that shape students’ academic experiences and responses to instruction. This study examined the relationship between personality types and learning styles among college students at Pines Ci ty Colleges in Baguio City as a basis for an enhancement plan. Specifically, it identified students’ dominant personality types, determined their preferred learning styles using the VARK model (Visual, Auditory, Read/Write, Kinesthetic), and tested the rel ationship between these variables. A descriptive – correlational research design was employed, involving 290 college students selected through incidental sampling during the Academic Year 2020 –2021. Data were collected using the Glazer – Stress Control Lifesty le questionnaire for personality classification and the VARK questionnaire for learning styles. Frequency counts, rank distribution, and Pearson’s correlation coefficient were used for data analysis. Results showed that most students exhibited Type A2 pers onality traits, characterized by competitiveness, time consciousness, and strong achievement orientation. In terms of learning styles, auditory preference emerged as the most dominant, although students demonstrated varied learning modalities. Statistical analysis revealed no significant relationship between personality type and learning style. These findings suggest that personality does not necessarily determine how students prefer to learn. Therefore, educators are encouraged to adopt flexible, multimoda l teaching strategies and promote personality awareness to support diverse learning needs and enhance student development.

Keywords: personality type, learning styles, college students , VARK Model, Pines City Colleges , enhancement plan , descriptive – correlational