This study aimed at investigating the learning styles of first secondary stage EFL students in Jordan and the degree to which their teachers were aware of those styles. It also aimed at investigating whether the students had different learning style preferences due to level of achievement (i.e. High, average, or low). Two versions of a thirty-item questionnaire (one for the students and the other for their teachers) were used to collect the data of the study. Means, standard deviations, t-test and ANOVA were used to analyze the data. The results of the study showed that teachers were not fully aware of the degree to which their students prefer each of the four learning styles (concrete, analytical, communicative and authority- oriented). Significant differences were also found in the students’ learning styles due to level of achievement. In light of the results of this study, it was recommended that the Jordanian EFL teachers should have a wide range of teaching techniques that match the different learning styles of their students as stated in the “Guidelines and Curriculum, and General Frame Work: Curriculum and Assessment” documents . The Jordanian EFL curricula planners, supervisors and teachers should work collaboratively to design the curriculum, so that the teachers feel responsible for the implementation of the written or formal curriculum, while curricula planners and supervisors become aware of the teachers’ practices in the classrooms. Key words: learning styles, EFL, achievement, General Guidelines and Curriculum, General Frame Work: Curriculum and Assessment, Jordan.