This paper describes a quantitative, descriptive research study designed to examine the relationship between learning styles and critical thinking in an online classroom. Using descriptive statistics, research was conducted on an introductory, online course offered by a major online university. Student learning styles served as the independent variable and student scores on the cognitive presence portion of the community of inquiry survey served as the dependent variable. In the final three weeks of the course, participants were asked to complete Kolb's learning style inventory and the cognitive presence portion of the community of inquiry survey. ANOVAs were conducted on each learning style and cognitive presence scores. ANOVAs were also conducted on learning styles and those subsections that define the critical thinking process within the cognitive presence survey. The four subscales of the cognitive presence survey include triggering event, exploration, integration, and resolution. Post hoc tests were run on any significant ANOVAs. The study did not yield enough participants to result in significant findings, 72 participants were needed for the sample size to be sufficient, 56 students responded. Results of the research showed no significant differences on students learning style and scores on the cognitive presence survey. There were no significant differences shown between learning styles and the subscales of cognitive presence with one exception. Students classified as either accommodator and assimilator showed significant differences on the exploration phase of critical thinking as measured by the cognitive presence survey.