: The study was aimed at examining the effect of learning strategies and learning styles and interaction between the two on achievement in theory of machine design. This study was a quasi experimental study using 2 x 4 factorial design. Subjects in this study consist of 58 students of S1 study program and 48 students of D3 study program were fourth semester of academic year 2009-2010 of Department of Mechanical Engineering (FT) of State University of Makassar. To analyze the data, a two-way ANOVA was used. Results show that (1) there was significant academic achievement differences between groups of students who learned using project-based learning strategies and expository learning strategies (F = 5.336;p = 0.023), (2) there was no academic achievement differences between groups of students who learned using diverging, converging, assimilating, and accommodating learning styles (F = 1.745;p = 0.163), and (3) there is no interaction between learning strategies and learning styles on learning achievement of machine designing theory study ( F = 0.229;p = 0.876). Results of descriptive statistics showed that the use of project-based learning strategy had a better effect with an average score 72.431 compared with expository teaching strategies which had smaller relative average score 68.125.