Abstract The purpose of the study was to assess high school students' (Grades 10-12, N=288) learning preferences, since little attention has been paid to how learners learn and how teachers teach in many institutions. It was also aimed at diagnosing the target language teachers' (n= 11) awareness about the learners' diversified learning needs as well as exploring the strategies being implemented to address each language learners needs. Moreover, the extent to which there was a match or mismatch between the learners' real learning needs and the teachers' actual teaching procedures existed was also expbored. The instruments implemented to collect data were questionnaire adaptedfrom Reid's (1987) PLSQ and Gardner's Ml categories and observation. The students were asked to respond, in five point Like rt scale, to 32 items each • of the eight learning style preferences assessment and 8 items related with their perceptions to the EFL teachers» actual classroom practices. In the former items, a group of four items could assess one of the eight categories of Gardner's (1983) Multiple Intelligences. EFL teachers also respond to 19 items of questionnaire concerned with their beliefs, perceptions and actual practices related with addressing diversified learners' needs. Data collected were tabulated, analysed and interpreted using comparison of mean values of categories and chi square to test the significance difference among the learners' needs. Accordingly, the findings o.,(; the study indicated that all the categories "of learning needs existed while Visual. Interpersonal and Kinaesthetic learning preferences were found being the leading categories, respectively. The EFL teachers' beliefs, perceptions, and classroom strategies were found - incongruent with of the target language learners' needs. Hence, these findings implied that the discrepancy between the learners' needs and mismatching actual teaching procedures \ should have been affecting the learners' success to the expected level of achievement.