This study was conducted (1) to identify the natures of learning styles and goal accomplishment styles of Korean middle school geography students, (2) to determine the relationship among students learning styles, goal accomplishment styles, gender and academic achievement in geography, and (3) to use the data obtained from this study to make recommendations for enhancement the Korean geography curriculum and teaching methods. This study was based on the Learning Style Inventory (LSI) by Kolb, Goal Orientation Index (GOI) by Atman, and Teaching Methods Questionnaire which was synthesized from the lists of Svinicki and Dixon, and the lists of Sheehy. The instruments were administered to 791 subjects of Korean middle school geography students, and their 8 geography teachers. The regression test was used to analyze the data from the instruments and test the hypotheses of the study. The results showed that geography students learning styles and goal accomplishment styles were a little different from previous researches because environmental consideration in Korea, including traditional thought, school experience, teaching methods and educational settings, may be a factor in such results. It showed that students learning style and goal accomplishment styles are capable of predicting geography academic achievement in Korea. Also, it suggested that the Korean geography education provide opportunities for students to learn self-monitoring skills for improving their academic achievement, and for teachers to train in new and various instructional methods in order to meet different students learning preferences. Especially, in geography as a subject, teachers have to be trained for technology education such as the geography information system (GIS). This study will help to develop a data base of Korean students learning styles and goal accomplishment styles in geography education, aid in making geography textbooks contents more concrete and effective, and create standards for geography education.