This study aimed to investigate the differences in mathematics achievement scores of the eighth grade students with respect to their learning styles. Mathematics achievements of the eighth grade students were determined by the number of correct answers given in the mathematics subtest of Level Determination Examination (abbreviated in Turkish as SBS) which was administered in June 2009. Mathematics achievements of the eighth grade students were also determined by teacher-assigned mathematics grades which were given at the end of the school year of 2008-2009. Learning styles of different students were determined by Learning Style Questionnaire developed by Kolb. This study was conducted with 283 eighth grade students who attended schools located in different specified regions (city centre, suburban and villages) of Mustafakemalpasa town of Bursa during spring semester of 2008-2009. The data were analyzed by using Kruskal-Wallis Test and Mann-Whitney U Test. The results indicated that the most common learning style was found to be assimilators. The results of the statistical analyzes showed that there was asignificant difference in mathematics achievement scores of students with respect to learning styles. The mean of the SBS mathematics scores of convergers were found to be higher than that of assimilators, divergers and accommodators. The mean of both SBS mathematics achievement scores and teacher assigned mathematics scores of female students were found to be higher than that of male students. The mean SBS mathematics achievement scores of students who attended different schools located in the city centre were found to be higher than that of students who attended schools located in the suburbia and villages.