Purpose: The purpose of this paper was to assess if there is a relationship between Kolb learning styles and learner variables including age, gender, and grade retention among medical students. Methods: The Kolb Learning Style Inventory (LSI) is used at many educational levels to determine the learning preferences of medical students and clinicians. The students learning styles were analyzed for associations with learner variables. The Kolb LSI was administered to 164 Kangwon medical students. They were categorized based on learner variables. Results: Kolb s ‘assimilator was the preferred learning style type of the study group (55.2%). ‘Accommodator (17.8%) and ‘diverger (16.0%) were next, followed by ‘converger (11.0%). Learning style preferences of medical students did not vary significantly according to age, gender, and grade retention. Conclusion: No statistically significant relationships were identified between the Kolb learning styles and learner variables. The assessment of medical students’ learning styles categorized based on Kolb LSI is expected to provide educators with skills to plan teaching strategies, employ a variety of teaching methods, and facilitate academic performance.