This article discusses the mismatch between learning styles of engineering students and teaching styles of engineering professors, which leads to poor student performance, professorial frustration, and a loss to society of many potentially excellent engineers. It explores the dimensions of learning and teaching styles, including sensing/intuitive, visual/auditory, inductive/deductive, active/reflective, and sequential/global learners. The article proposes a model of learning and teaching styles that includes these dimensions and suggests ways to address the mismatch by adapting teaching methods to accommodate different learning styles. It also provides specific teaching techniques to address all learning styles, such as motivating learning, balancing concrete and abstract information, providing explicit illustrations, following the scientific method, using visual aids, and encouraging student participation. The conclusion emphasizes the importance of adapting teaching styles to meet the needs of diverse learners and the potential benefits of doing so for both students and society.This article discusses the mismatch between learning styles of engineering students and teaching styles of engineering professors, which leads to poor student performance, professorial frustration, and a loss to society of many potentially excellent engineers. It explores the dimensions of learning and teaching styles, including sensing/intuitive, visual/auditory, inductive/deductive, active/reflective, and sequential/global learners. The article proposes a model of learning and teaching styles that includes these dimensions and suggests ways to address the mismatch by adapting teaching methods to accommodate different learning styles. It also provides specific teaching techniques to address all learning styles, such as motivating learning, balancing concrete and abstract information, providing explicit illustrations, following the scientific method, using visual aids, and encouraging student participation. The conclusion emphasizes the importance of adapting teaching styles to meet the needs of diverse learners and the potential benefits of doing so for both students and society.