Abstract. This study aimed to investigate the learning style preferences and multiple intelligence profiles of Afghan EFL learners, focusing on identifying the most and least dominant learning styles and intelligence types. A quantitative, non-experimental correlational design was employed, involving 70 male EFL learners at the Paktika Institute of Higher Education. The Perceptual Learning Style Preference Questionnaire (PLSPQ) and the Multiple Intelligences (MI) Inventory were administered to collect data on learning style preferences and intelligence profiles, respectively. The results revealed a strong preference for visual learning, followed by group learning, among Afghan EFL learners. Tactile learning was found to be the least preferred style. In terms of multiple intelligences, interpersonal intelligence emerged as the most dominant type, followed closely by intrapersonal and linguistic intelligence. While logical-mathematical, Spatial and musical intelligences were the least dominant. The findings of this study had implications for EFL pedagogy in Afghanistan, suggesting that educators should have incorporated visual aids and self-directed learning opportunities into their teaching practices to cater to the dominant learning styles of their students. Additionally, the study highlighted the importance of considering multiple intelligence profiles in language learning, as learners with diverse intelligence strengths may benefit from tailored instruction. The study's results contributed to the existing body of research on learning styles and multiple intelligences, providing new insights into the preferences and strengths of Afghan EFL learners. The study's limitations and potential avenues for future research were also discussed, including the need to investigate the learning preferences of female EFL learners and other demographic groups in Afghanistan. The pedagogical implications of this study advocate for a more adaptive, inclusive, and learner focused approach to teaching English as a Foreign Language.