The research aimed to identify the level of cognitive flexibility and learning styles for students of the College of Education for the Humanities and to identify the relationship between cognitive flexibility and learning styles for students of the College of Education for the Humanities. The research also aimed to identify the differences in the relationship between cognitive flexibility and teaching methods according to the gender variables (males - females), and the academic grade (first - fourth). The study sample consisted of (200) male and female students. The researcher used the scale applied by (Belarbi, 2019) and originally prepared by (Abdulwahab, 2011) to measure cognitive flexibility and the (Shamekh, 2011) scale to measure learning styles. Their validity was verified by the apparent validity and stability by retesting. To treat the data statistically, Pearson's correlation coefficient, t-test for one sample, t-test for the significance of the correlation coefficient, z-test for the difference between the two correlation coefficients were used. The results of the research showed that students have cognitive flexibility, and that the most common learning styles for students is the convergent method, followed by the absorbing learning method, then the adaptive or adaptive learning method. The least common learning method was the divergent learning method. There is a statistically significant relationship between cognitive flexibility and learning styles. There are no statistically significant differences according to the gender variable (male - female). There are statistically significant differences according to the academic grade variable (first - fourth) and in favor of the fourth.