This study was designed to investigate whether learning style and attitudes toward voice input technology were related to performance in using the technology. Three null hypotheses were tested: (a) No differences exist in the performance in dictating a paragraph using voice input for individuals with different learning styles; (b) No differences exist in attitude toward voice input for individuals with different learning styles; and (c) No interaction exists for the performance scores for individuals with different learning styles and different attitudes toward voice input technology. The statistical procedure used to examine the hypotheses was analysis of variance. Participants were 50 students preparing to become vocational teachers enrolled in vocational education courses at Virginia Tech. Procedures involved having the participants complete three stages. First, they completed the Gregorc Style Delineator (GSD) learning style instrument. Due to a lack of individuals of one learning style category, abstract sequential (AS), only three learning style categories were used in the study. Second, they completed a background information sheet. Third, they participated in the voice-input training and dictation phase. Each student completed a one-hour session that included training, practice using voice input, and dictating a paragraph. Participants also completed the Attitude Toward Voice Input Scale developed by the researcher. It includes 21 attitude statements, 11 positively worded and 10 negatively worded. The first hypothesis was not rejected. A student's learning style does not relate to the performance of the student when dictating a paragraph using voice input technology. The second hypothesis was not rejected either. A student's attitude toward voice input technology was not related to learning style. The third hypothesis was also not rejected. A student's learning style, regardless of whether the student had a "high" or "low" attitude toward voice input, was not significantly related to performance in using voice input technology. However, the mean performance scores of individuals with concrete sequential (CS) learning styles with "high" and "low" attitudes did appear to be different. Those with "high" attitudes toward voice input had better performance scores than those with "low" attitudes toward the technology. / Ph. D.