Student learning typically falls into four categories namely visual, auditory, reading and writing, and kinaesthetic learning styles according to the VARK learning style theory developed by Fleming and popularly branded as the VARK model. This model recognises that students have different approaches to learning and they process information in the form of preferred learning modes. The learning style model was adapted to the Mauritian reality in a teaching and learning situation at the Université des Mascareignes (UDM) with the objective of finding out which learning style was the preferred mode of the student and how it encouraged learners to be more effective either in their learning ability or performance in examinations. A sample of 50 students was chosen from a student population of 400 on campus at the university in the department of Business and Management focusing on human resource management (HRM) related to the field of social sciences. Taking into consideration that HRM courses are essentially taught ones with emphasis on oral performance of the lecturer with a combination of reading and writing ability regarding dissertations or essays, the auditory and the reading and writing variables were isolated and examined from the VARK model. The research findings provided the following information. Firstly, student’s preferred learning mode namely auditory/reading and writing prompted their learning behaviour into effective learning. Secondly, the students’ preferred learning mode could be best matched with the learning strategy developed by HRM lecturers namely lecturing, reading and note taking techniques developed both concretely and incipiently. A third hypothesis confirmed that students’ use of auditory/reading and writing as their modality preference showed an increase in their level of comprehension and motivation in learning. This study purported that HR courses developed at the UDM were taught modules emphasising effort in lecture delivery, oral presentation and the use of reading and writing as evidenced both in the course content and learning requirements. The findings supported the existing teaching strategy while stating that improvements should be made in the auditory/reading and writing with some opening in the visual area where mind mapping and graphics might also enhance teaching and learning. The accurate understanding of the teaching methodology with the selected learning style at the UdM could be a suitable learning reinforcement in such a traditional, classical but ever changing field as HRM.