The effect of text-plus-text versus text-plus-picture computer presentation conditions, and the students' cognitive styles, on learning performance was investigated. In the text-plus-text condition, the learning material content described the working of car braking systems. The text-plus-picture condition consisted of text with additional pictorial information. Fifty-nine 15-16-year-old students in a secondary school were randomly assigned, within sexes, to one of the conditions. Having worked through the computer presented material, they were given a post-test overall learning performance. Immediately following this, they did the Cognitive Styles Analysis (CSA) (Riding, 1991) which measures an individual's position on two cognitive style dimensions; Verbal-Imagery and Wholist-Analytic. It was found that the Verbal-Imagery cognitive style and presentation condition interacted in their effect on overall learning performance (p < .05). In the text-plus-picture condition Imagers were superior to Verbalisers, while the text-plus-text condition Verbalisers did better than Imagers. It was also observed that Imagers used more diagrams to illustrate their answers than Verbalisers. The results are discussed in terms of their implications for instruction.