This investigation ascertained the dominant learning style and its correlates among the UPHSI students during the school year 1999-2000. The study involved the 211 students selected through the proportional random sampling method. This descriptive-correlational research utilized three standardized instruments, the Personal Learning Style Inventory (Center for New Discoveries in Learning,1999), the Self-Concept Test by Girdano and Everly (1979, in Abioda,1993), and DuBrin's Assertiveness Test (1997). Means and standard deviations were employed as descriptive statistics and the t-test for Independence, the One-Way Analysis of Variance, the Stepwise Multiple Regression, and the Pearson's r set at .05 alpha level as inferential statistics. The study found out that "auditory" style was the dominant learning style of the UPHSI students. No significant differences existed in the learning style of the students classified according to certain categories. Not one of the personal factors-- year level, gender,sibling rank, academic performance, student type, self-concept, and assertiveness; and non-personal factors-- family structure, family size, residence type, and parents' education were found to significantly predict the students' learning styles. Finally, no significant correlations existed among the students' learning style and certain personal and non-personal factors.