Ways to acquire and process information differ in each individual. Among these differences are focusing on events and algorithms, using theoretical and mathematical models, finding the visual figures of information, such as schemes, graphics and pictures more stimulating, preferring written or oral explanations. These qualities that change from one individual to another are the determiners of learning styles (Felder, 1996; cit. in K & Karadeniz, 2004). Hence, the main aim of this study is examine the effect of learning styles of preservice teachers and their departments on their attitudes towards CAI.