This research aims to determine the dominant learning styles among students in the Program of English Language Education (PBI) at UIN Ar-Raniry and what the impact of learning styles on their basic language skills. The primary reason for conducting this research is to understand how different learning preferences, categorized by the VARK model (Visual, Auditory, Reading/Writing, Kinesthetic), influence language acquisition. This research employs a descriptive quantitative method, utilizing a structured questionnaire based on the VARK model to collect data from a sample of 30 students selected from the 2020 batch who finished Basic Language Skill class. Data collection involved distributing questionnaires via Google Forms, ensuring wide reach and ease of response. Data analysis was conducted using the Pearson correlation coefficient to examine the relationship between learning styles and English language proficiency, as indicated by Basic Language Skill scores. The results reveal a weak negative correlation, suggesting that while learning styles provide insights into individual learning processes, they do not significantly determine academic success. However, understanding these preferences is crucial for developing tailored educational experiences that improve engagement and effectiveness in language learning. This study highlights the importance of adaptable teaching methods that accommodate various learning styles to foster a more inclusive and productive educational environment. Furthermore, the findings underscore the need for continued research and professional development to refine teaching methodologies in line with diverse learning preferences.