Effective visualization tools are becoming complex especially for web-mediated instruction. Too often, learners are left to their own devices to muddle through their instruction materials. This study presents an investigation of the impact of learners’ learning preferences on their attitudes towards the use of open learner models based on the data collected using an online survey of information technology (IT) undergraduate students in Malaysia. A chi-square test is performed to explore the relationship between learning preferences and attitude in a higher education setting. This result reveals that learning preferences can impact on learners’ attitudes towards the use of open learner models. The implications of this study will assist designers to develop more effective open learner models for improving the performance of technology-assisted teaching and learning.