Previous research has compared the Learning Style Inventory (Kolb, 1976; 1985) and Learning Style Questionnaire (Honey and Mumford, 1982; 1986) by correlating composite scores related to the axes of the two measures. In this paper, it is argued that such a comparison is not appropriate as the axes are not conceptually aligned, and that the more accurate comparison involves the degree of similar classification of learning styles. Preliminary data from 44 subjects suggest that the scales show a modest but significant degree of classification into equivalent styles.