Learning is an ongoing process we learn constantly whether deliberately or undeliberately. One individual could employ structure in learning while another might employ different ways of doing thing (Vengopal & Mridula, 2007). These different approaches of students are often termed as styles, that is, style of learning and thinking. Style indicates the hemisphericity function of the brain and students learning strategy and information processing are based on the preferences of the brain area (Venkataraman, 1990). Hemisphericity is the cerebral dominance of an individual in retaining and processing modes of information in his own style of learning and thinking (Venkataraman, 1989). In order to capitalize the opportunities for students learning, a teacher must have the knowledge of the students preferred styles. But the basic question is that ‘Is there any relationship exists between style of learning and thinking and academic performance of students? In order to seek the answer of this major question, this paper investigated the relationship between the style of learning and thinking and academic performance of the students and other sub-questions. SOLAT developed by Dr. Venkataraman (1994) was administered on 200 students of 12th standard which were selected randomly by utilizing descriptive survey method of research. Mean, standard deviation, Pearson’s product moment correlation (‘r’) and critical ratio (CR) were used as statistical techniques and the major finding was that there was no significant relationship found between style of learning-thinking and academic performance of higher secondary school students.