This study aims to investigate the effects of a virtual reality (VR)-based learning environment on learners with different learning styles. The learning outcomes were measured cognitively through academic performance, and affectively through perceived learning effectiveness and satisfaction. A pretest-posttest design was employed for this study. A total of 232 students from four randomly selected co-education secondary schools in a city of East Malaysia participated in this study. There was no significant difference in the cognitive and affective learning outcomes for students with different learning styles in the VR-based learning environment. This shows that the VR-based learning environment offers promise in accommodating individual differences pertaining to learning styles.