The aim of the research conducted on the basis of the Kolb’s theory of learning styles was to map the learning preferences of students in vocational education and training, with special attention to the differences between specialties and grades. Based on the data of the sample of 1353 people, it can be established that the learning styles are not homogeneous: both the chosen specialty and the academic progress affect the learning characteristics. According to the specialty analysis, abstract conceptualization and active experimentation were typical among technical students, while humanities and agricultural students preferred styles based on concrete experience. The grade-level comparison showed that as the studies progressed, the proportion of more active, action-oriented learning modes increased, while the weight of more inclusive, observation-based styles decreased. Our results also highlight that the development of learning styles is both context-dependent and developmental, which justifies the differentiation of pedagogical methods of vocational education and training in order to support students more effectively.