In recent years, two theories have originated in an attempt to interpret human differences and to design educational models around these differences. These two theories are learning styles, which is grounded in the psychoanalytic community, and the theory of multiple intelligences, which attempts to reexamine the theory of measurable intelligence. In very demanding postsecondary allied health classes, it is important to find the most effective way to process large quantities of information in a short amount of time. Therefore, it is important to determine students learning styles and learning environments in order to help students be successful in their studies. The purpose of this study was to describe the learning styles and multiple intelligences of students in postsecondary allied health fields. Using the population of allied health students from six different diploma programs at a postsecondary institute in Northwest Georgia, a learning style questionnaire, a multiple intelligence test, and general survey was administered. One learning style instrument, the Productivity Environmental Preference Survey, assessed individuals preferences in 20 areas. A second instrument, the Multiple Intelligences Development Assessment Scales, provided information regarding intellectual development, activities, and dispositions not generally available from standard intelligence and most aptitude tests. The data was analyzed using SPSS, and descriptive statistics were used to summarize the data. Participation in four of the six allied health programs showed the strongest preference for highly structured learning activities. All of the six groups reported interpersonal and intrapersonal intelligence as the two most dominant intelligences. A one-way ANOVA was used to test the differences in learning styles based on age. In some of the age groups significant differences in learning styles occurred. The data indicated there were no statistically significant differences in multiple intelligences based on age.