This mixed-methods study explores perceptual learning style preferences among Korean and Uzbek EFL learners and examines teachers’ interpretations of these preferences. Quantitative data were collected from secondary-level learners in both countries (N= 208) using Reid’s PLSPQ, followed by semi-structured interviews with English teachers (n= 18) to contextualize survey patterns. The PLSPQ was selected for its modality-based structure and comparability with current EFL research, and teacher interviews were added to triangulate self-report. Independent-samples t-tests showed that Uzbek learners reported significantly higher preferences across all six modalities, with no group differences on visual. These higher scores are interpreted as context-responsive tendencies rather than indicators of superior ability, with Uzbek patterns linked to smaller classes, limited private tutoring, early instruction prior to full literacy, and movement-based activities in resource-limited schools. In contrast, narrower preference profiles among Korean learners align with exam-oriented, text-focused instruction, larger classes, and classroom norms of deference. While this study contributes a cross-context perspective on learning style preferences, its findings are limited by reliance on self-report and the absence of factor analytic validation of the PLSPQ. Future research should include psychometric testing and behavioral measures. Overall, results underscore the value of inclusive, multimodal pedagogy and learner metacognitive awareness.