This paper presents a brief description of an experiential learning theory, which provides a model of learning and adaptation processes consistent with the structure of human cognition and the stages of human growth and development. It conceptualizes the learning process in such a way that differences in individual learning styles and corresponding learning environments can be identified. Sixty-two student nurses, 10 nurse teachers and 15 ward sisters completed a learning style inventory. No significant differences were detected. Learning style differences are discussed.