The aim of this research paper is to gauge the preferred learning style in students with Down syndrome and to gain an insight into the students' perspective, regarding their understanding of the learning process and style, focusing on content for which they show the greatest interest, on teaching activities and the didactical and methodical learning aids which they prefer, so as to define further guidelines for more effective teaching. The research participants are ten children and youth with Down syndrome, members of the Down syndrome association of Zagreb. A General questionnaire was used for this research, designed specifically for this research, along with a graphic version of the Learning style questionnaire – student’s assessment, authored by Stančić, Ivančan, Periša, Vučić-Pavlaković and Dobrić-Fajl (2005) and also a semi-structured dyadic interview. Regarding the aim of this research and its standing questions, a combination of quantitative and qualitative approach to obtaining data was used herein. The results of the research point to a conclusion that most participants preferred the visual learning style, in concurrence with other research regarding this topic (Faragher et al., 2008, Bird, Buckley, 2011, Cologon, 2013, Alfaraj, Kuyini, 2014, Ivic, 2016). Individuals learn more effectively and find the process easier when the conditions of learning and teaching are suited to their preferred learning style (Leopold, 2012, Andreou, Valchos, 2013, Gholami, Bagheri, 2013, Sreenidhi, Tay, 2017). For this purpose, the participants were actively involved in creating the guidelines for more effective teaching. It is these practical guidelines that are the key finding of this research, which can offer a pathway in creating methods for working with students, for the teachers and associates of the aforementioned Association.