This article is the result of an investigation carried out on the learning styles of the English language from a gender perspective in the second year students of the Law and Political Sciences career at the University of Panama, Central Campus. The objective of the investigation was to verify if there is a significant difference in the learning styles of the English language according to gender among students that study the subject of English and communication. The questionnaire prepared by Felder and Silverman was used for the collection of information, such as active-reflective, sensory-intuitive, visual-verbal, and sequential-global learning styles. In addition, the variable based on students' preferred English learning styles was taken into account. The methodology used to obtain the results was Felder and Silverman's model scoring and recording sheet. The results indicate that there is a difference in some English learning styles between men and women. The active-reflective style in males resulted in 64%, females obtained 36%.  In the visual-verbal learning style, males had a greater preference for this learning style at 76%; females scored 24%; in the sensory-intuitive learning style, both groups scored 50%. For global sequencing learning, men scored 54%, while women scored 46%.  The contribution of this work is aimed at improving the practice of teaching and learning the English language at a higher level.