An introductory course in computer science (CSJ) is required of virtually all engineering majors at the University of Minnesota Duluth. From 2001-present an extensive battery of visualization software was developed for this course. Students consistently ranked the visualization software as more important to their learning than any other element of the course. However, these rankings were not highly correlated with actual outcomes. This study of learning style determined that reflective and verbal learners outperformed active and visual ones. Student opinions of the value of programming projects and lectures rank highest and seem to cut across learning style preference. Background familiarity with computers and software was not a strong correlate, although involvement in computer and video gaming was found to be negatively correlated with course success.