<p>This study analyzed private Mexican university students’ learning patterns in educational sciences in relation to some academic variables—semester of studies, perception as a student, effort, and academic performance—measured through the Inventory of Learning Styles (ILS). Participants were 175 pedagogy and psychopedagogy students from two private universities, with an average age of 20 years. From a cross-sectional design, significant positive correlation was observed between academic performance and the pattern oriented to meaning, and a significant negative correlation between the first and the undirected pattern. A multiple-orientation pattern predominated in students from both universities, followed by a pattern oriented to meaning and, to a lesser degree, a reproductive pattern and an undirected pattern.</p>