The present study was conducted to examine the relationship between learning styles and creativity among architecture students during the 2023–2024 academic year. The statistical population comprised all 80 students enrolled in architectural design courses at the Technical and Vocational University, who were fully included through census sampling. Data were gathered using two standardized instruments: the 44-item Felder–Soloman Index of Learning Styles (Perception, Inputs, Treatment, and Assimilation dimensions) and the 60-item Torrance Tests of Creative Thinking, assessing Fluency, Flexibility, Originality, and Elaboration. Cronbach’s alpha coefficients confirmed acceptable reliability (0.684 for learning styles and 0.890 for creativity). Due to the ordinal and categorical nature of the data, chi-square tests and Kendall’s tau-b correlation were employed for analysis. Results revealed that the predominant learning styles were Reflective, Sensing, Visual, and Sequential. Among the learning style dimensions, Perception (Sensing/Intuitive; τ_b = 0.271, p = 0.010) and Assimilation (Sequential/Global; τ_b = 0.278, p = 0.008) showed the strongest significant moderate correlations with overall creativity. Furthermore, higher academic years were significantly associated with better performance in Fluency and Originality (p < 0.05), but not in Flexibility. These findings underscore the critical role of intuitive and global cognitive traits in fostering creativity in architecture students and recommend that skill-based curricula emphasize intuitive, holistic, and problem-based learning opportunities to enhance creative development.