Individual differences among learners in different dimensions and styles is one of the factors affecting learning. In this regard, this study was conducted to investigate the mediating role of Nedherman intellectual preferences in the impact of Colb learning styles on learning self-regulation in students ot Kerman Farhangian University. The research design was a correlational. The statistical population of this study includes all male and female students studying at Farhangian University of Kerman province in the academic year of 2020 and the sample size was determined by relative stratified sampling of 350 students (238 males and 108 females). The research instruments include the Colb Learning Styles Questionnaire (1985), the Nedherman Intellectual Preference Assessment Questionnaire (1980) and the Bufard Learning Self-Regulation Questionnaire (1995). Data were analyzed at the descriptive level and structural equation modeling. Results showed that Learning styles have a direct and significant effect on intellectual preferences (β,= 0. 82) and self-regulation (β,= 0. 63). Intellectual preferences also have a direct and significant effect on self-regulation (β,= 0. 27). Also, learning styles have a significant effect on self-regulation (β,= 0. 23) indirectly through the mediating variable of intellectual preferences. Therefore, it is suggested that higher education strives to train and promote self-regulated learning and the right learning style for better information processing.