The aim of this study is to identify the preferences and views of pre-service mathematics teachers, who had different learning styles, in relation to various learning activities and the multiple activity approach used in the learning process. The research participants were 33 pre-service mathematics teachers. In order to identify the preferences and views of the pre-service teachers with different learning styles in relation to the different types of learning activities used in the learning process, a preference scale for learning activities, a learning styles scale and an interview schedule were used in data collection. The analysis of the data indicated that pre-service teachers with different learning styles had similar preferences for the learning activities. Moreover, interview data suggested that learning activities were received positively.