Temperament-based learning style preferences of 80 children, ages 8 to 17, 40 with conduct disorder (CD) and 40 with oppositional defiant disorder (ODD) were examined using the Student Styles Questionnaire (SSQ). The SSQ measures four dimensions of learning style preferences based on temperament theory (Extroverted-Introverted, Thinking-Feeling, Practical-Imaginative, and Organized-Flexible). Their T-scores were compared for strength of preference between the two disorders. In addition, analysis for frequency of preference among children with CD and ODD was compared to the frequency of preference typically found in the general population. When comparing the strength of temperament preferences of children with CD and ODD significant differences were noted only for Practical-Imaginative styles. Children with ODD displayed a stronger preference for acquiring and assessing new information in Practical styles than did children with CD. Students with CD or ODD did not differ significantly for strength of preference on Extroverted-Introverted, Thinking-Feeling, and Organized-Flexible styles. When comparing the frequency of temperament preferences of children with CD and ODD to preference rates found in the general population, significant differences were noted only for children with ODD. They more often indicated a preference for Practical and Thinking styles.