The aim of this study is to examine the science learning styles of eighth grade students in terms of gender, having a study room, having internet access and future expectation variables. For this purpose, survey design was used. The sample of the study consisted of 584 eighth grade students in Kayseri. Grasha Reichmann Learning Styles Scale developed in 1996 and adapted to Turkish by Vural (2013) was used as a data collection tool. In the analysis of the data, descriptive statistical techniques and cross-table analysis were performed. It has been found that the students use collaborative and competitive learning styles at a high level and they use independent, dependent, avoidant, and participative learning styles at moderate level. In addition, while the dominant learning style of most of the students is dependent learning style. In terms of demographic variables, students' learning style preferences differ in terms of gender, having internet access, and future expectation, but it does not differ in terms of having an independent study room variable.