This study primarily examines a match between students’ learning styles and the teachers’ teaching styles in technical drawing classroom at Woldia higher education secondary school in Woldya town. The main objectives of this study are to determine preferred learning styles of students and the adopted teacher’s teaching style in that secondary school and the data were analyzed qualitatively and quantitatively using frequency, percentage and mean, and described using table and graphs. Participants of this study were 200 students and three teachers who teach technical drawing in Woldia higher education secondary school. The instruments used for collecting data were Fleming VARK Learning Style questionnaire version 8.01, classroom observation and structured interview for teachers. The findings of this study indicated that the majority of the students had preferred kinesthetic learning styles, followed by visual, auditory, and read or writes as their least preferred learning style. The study also showed that almost all teachers know their students learning style but students learning styles should be provided by teachers because of the school infrastructures like drawing laboratory room and drawing material are poorly provided. Finally the results of the teachers' interviews and observation indicated that the most adopted teaching styles of the technical drawing teachers were visual followed by auditory, kinesthetic and read or writes as least adopted teaching style. Therefore, there was a mismatch between the dominant learning and teaching styles. But there was a match between least adopted teaching styles of teachers’ with the least preferred students’ learning style. The researcher concluded that because of the mismatched /not aligned of the teaching styles to the learning styles, / its recommended that the teachers prepare variety of teaching styles and the students develop and utilize their learning styles that will allow effective accommodation and adaptation with the classroom and program requirements. And teachers always must be knows/understand/ students learning styles.