This study refers to the relationship between learning styles and academic performance, corresponding to a type of substantive research and descriptive correlational design. We used a sample available for non-probabilistic, consisting of 201 students from secondary room window of a bar-Callao. Theinstrument used for varying learning styles questionnaire was the Honey-Alonso Learning Styles (CHAEA), adapted to the Peruvian reality semantically, by Zavala (2008), and for variable academic performance evaluation minutes with the average four curricular areas. The results show that there is a relationship between academic performance and active learning styles, reflective and theoretical finding no relation to the pragmatic style.