ABSTRACT The present study was conducted to find out teachers’ teaching strategies and their students’ learning styles and to examine a match and difference between the two groups at Aferewanat Preparatory School in Dera District. Descriptive survey design was mainly used to assess the teaching strategies and learning styles at the same school. The subjects in this study were 170 grades 11 &12 students and 5 EFL teachers teaching these students. Simple random sampling technique was used to select the school and the sections of the students, but for teachers, availability sampling. Data were collected through questionnaire, classroom observation and semi-structured interview. Mixed method was employed with an emphasis on triangulation design. One Way ANOVA, Post Hoc (LSD) test and frequency counts were used to analyze the quantitative data, while the qualitative data were analyzed by narration and description of the respondent’s ideas. The finding of the study showed that visual style is the learning style of the majority of students, while Note and Lecture was the most dominant teaching strategy used by teachers. The finding of the study also showed that there were not statistically significant differences between visual and auditory types of teaching strategies and the VAK (visual, auditory and kinesthetic) learning styles of the students. It was found out, however, that there was very meaningful difference between kinesthetic type of teaching strategy and the VAK learning styles of the students. Practically, moderate matches between the teaching strategies and students’ styles could be noticed from the observation and the interview. Hence, based on the findings of this study, it’s recommended that teachers should vary their teaching strategies in order to meet the learning styles of their students.