The study was conducted to examine if there are significant relationships among perceptual learning styles preferences and academic achievement of students. A sample size of 283 participants among 972 first year students at Woldia College of teachers’ education, Ethiopia in 2016/2017were selected using stratified and simple random sampling techniques. The study employed quantitative approach which followed a correlational design involving two instruments to collect data for the study: Questionnaires (perceptual learning styles inventory related to auditory, visual and kinesthetic learning styles)and document analysis. Pearson product moment correlation coefficient and independent samples t-test were used to analyze data. The Pearson correlation analysis reported a significant positive relationship between students’ perceptual learning styles preferences and academic achievement. The independent samples t-test result indicated that there was statistically significant difference between male and female students mean scores in kinesthetic learning style. In other words, male students mean score (M=2.7671, p