Motivation/problem statement: Learning style is defined as the manner in which and the conditions under which learners most efficiently and effectively perceive, process, store, and recall what they are attempting to learn. One of the many characteristics that make up a student’s learning style is the sensory modality by which the student prefers to take in new information. The aim of this descriptive study was to determine the learning styles of first-year dental students using the Romanian version of the visual, auditory, read-write, kinesthetic (VARK) questionnaire (Fleming, 1995).Methods/procedure/approach: This study was performed at the Department of Physiology, University of Medicine and Pharmacy “Carol Davila” Bucharest in November 2013. The Romanian version of the VARK questionnaire was administered to first-year dental students to determine their preferred mode of learning. Of the 276 students, 262 students (94.92%) completed the questionnaire.Results: Among the study sampe, the unimodality preference was 46.6% and multimodality was 53.4% with no gender differences (chi2 = 0.018; P>0.05). Of the students who preferred unimodal presentation of information, 16.4% of students preferred visual, 23.7% auditory, 5.3% reading/writing and 8% kinesthetic modes of information presentation. A further comparison was made of the distribution of single dominant preference male with female dental students. Of the female unimodal learners, 14.9% were visual, 25.1%% were aural, 7.4% were reading/writing and 5.7% were kinesthetic learners. In contrast, among males, 19.5% were visual, 20.7%% were aural, 1.1% were reading/writing and 12.6% were kinesthetic learners (chi2 = 9.04; P>0.05). Of the 53.4% of the students who preferred a multimodal learning style, some students preferred two modes (bimodal, 3.45%), while some students preferred three modes four modes (quadmodal, 43.1%) modes of information presentation. No gender differences were observed (chi2 = 0.51; P>0.05). Of the students who preferred multimodal learning styles, 92.6% of the students preferred all four modes of learning together. Of the students who preferred two modes of information presentation, 2.5% of the students were visual and auditory 2.5% were visual and kinesthetic, 0.8% of the students were visual and read-write, 0.8% of the students were auditory and read-write, and 0.8% of the students were auditory and kinesthetic. The preferred multimodal learning styles did not differ between male and female students (chi2 = 4.52; P>0.05).Conclusion/implications: Knowing the students’ preferred modes can enrich the learning experience as the educators should address to the diversity of learning styles among the students and develop appropriate learning approaches.