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The research described in this paper investigated the understandings of the concept of learning styles among VET [vocational education and training] teachers and trainers; and the perceived usefulness of learning styles as part of VET delivery considerations. The research took place in six provider sites across three States, and involved some 240 VET practitioners in a questionnaire, in focus groups, and in case studies. The questionnaire component of the research indicated that VET practitioners identify learning styles among their students along two major dimensions. The first of these relates to teacher observation of group and individual responses to content presentation methods; and the other is associated with observation of preferred contexts for learning. The qualitative components of the research indicated that VET practitioners identify a wide range of values in an understanding of style, as well as display a considerable understanding of style as an expression of individual differences. An iterative model of practitioner style identification and response to style was developed from the combined quantitative and qualitative data.