One of the most significant issues in the process of teaching and learning is to consider students' individual differences. The aim of this study was to investigate the interrelationships among Iranian EFL Learners' Typical Intellectual Engagement, Learning Style and Preference for Assessment Methods. The sample included 200 English learners majoring in TEFL (Teaching English as a Foreign Language) from 3 different universities in Mashhad, Iran. To this end, three questionnaires; Typical Intellectual Engagement questionnaire, learning style inventory, and preference for assessment methods questionnaire were administered. The interrelationships among all variables were examined using path analysis. The model was fitted after some modifications. Findings revealed that Typical Intellectual Engagement was a positive and significant predictor of all four sub-factors of EFL learners' learning styles except Activist. Also, all four subfactors of EFL learners' learning styles except pragmatist were significant predictors of preference for assessment methods. Finally, the fit model showed that Typical Intellectual Engagement was a positive significant predictor of preferred assessment methods (r=.24, .22, p<.05). This study has several implications for teachers, learners, and syllabus designers.

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