The major purpose of this study was to investigate the learning styles and strategies among secondary school students in Debre Markos Preparatory Secondary School. The study sample consisted of 289 (168 male and 121 female) participants. A self-report questionnaire was used to gather data about secondary school students learning styles and strategies preference of learning mathematics. One sample t-test, independent sample t-test and Pearson's correlation were used for analysis of dominant learning style and strategy preferences, learning style and strategy preferences across sex and the relationship between learning styles and mathematics learning strategies. The results revealed that the dominant learning styles of preparatory secondary school students in learning mathematics were the visual and sequential learning styles, which both were equally preferred by students. On the other hand the most dominant learning strategies preferred by secondary school students were rehearsal, metacognition and affective learning strategies. Statistically significant difference between male and female students was observed in kinesthetic, sequential and inductive learning styles. That is, female students preferred sequential and inductive learning styles more than male students; on the . . other hand male .students preferred kinesthetic learning style than female students in learning mathematics. Statistically significant difference across sex in their learning strategy preference was observed in elaboration learning strategy. It revealed that male students prefer elaboration learning strategy more than female students in learning mathematics. The visual, auditory, kinesthetic and sequential learning styles had significant relationship with all of the learning strategies. The deductive and inductive learning styles significantly correlated to all I.gaming strategies except the former had no significant relationship with organization learning strategies and the later had no significant relationship with affective learning strategies. It was noted that, none of the learning strategies had a statistically significant relationship with the global learning style. Finally, implications of the findings and future