Studying students’ learning styles and their impact on academic performance in mathematics is essential for enhancing educational outcomes and tailoring instructional strategies for diverse learners. Within this framework, this descriptive study examined the learning styles of International Baccalaureate (IB) students and their relationship to academic performance in mathematics during the 2023–2024 academic year. Data were collected from 83 student respondents through total enumeration using a researcher-developed questionnaire, which underwent rigorous testing for reliability and validity. The results showed a high preference for visual, reading/writing, and kinesthetic learning styles, with moderate reliance on auditory input. Further analysis revealed no significant relationship between learning styles and academic performance, suggesting that factors such as academic maturity and time management may play a greater role. However, significant differences in academic performance were observed across grade level and amount of time spent on studying, while variations in learning style preferences were noted based on sex, distance from school, and study duration. Specifically, female students demonstrated significantly higher preferences for visual and reading/writing learning styles than male students, while students living farther from school and those with shorter study durations exhibited a greater reliance on auditory learning. These findings emphasize the need to incorporate diverse visual strategies, implement targeted bridging programs to address the “transition shock” among Grade 11 students, provide recorded auditory resources for long-distance commuters, and integrate experiential approaches that connect mathematical concepts to real-world contexts