The nature of the human brain has preoccupied philosophers and scientists for centuries. As early as the 4th Century BCE, Greek philosophers speculated that the anatomically distinct hemispheres of the brain implied specialisation of function. It was not until the "splitbrain" operations of the 1950s, however, that the precise specialisation of each hemisphere could be demonstrated. The right hemisphere apparently assumed responsibility for spacial, holistic processes, while the left hemisphere processed analytical, sequential tasks. During that same decade, educational psychologists observed two markedly different ways in which individuals perceive and relate to the world. It was later observed that these "cognitive styles" seemed directly related to the bi-polar functions of the right and left hemispheres of the brain. This implied a genetic basis for cognitive style. Subsequent research suggested that cognitive style is to a considerable extent a result of the environment of socialisation, and therefore, different cultures would demonstrate different cognitive styles. Such cultural differences in learning expectations might have serious implications for both teachers and learners in the field of export education. The literature review in this study identified physical, environmental, and experiential factors which appear to influence cognitive style. This information formed the basis of the biographical section of a questionnaire which elicited the learning style preferences of pre-tertiary students from Australia (native speakers), Indonesia and Japan. The study posed the negative hypothesis: There are no significant differences in patterns of cognitive styles between cultures. The results of the field study contradicted the negative hypothesis, identifying significant differences in patterns of cognitive styles between the three cultural groups.