The purpose of this research was to investigate the effect of film-integrated instruction to junior high school students with different learning styles when learning the human circulatory system in science subject. This study adopted a quasi-experimental design. Four seventh-grade classes in Taipei were recruited. 2 classes (a total of 59 students) were assigned to the experimental group under the film–integrated instruction while the remaining 2 classes (a total of 56 students) were assigned to the control group under the conventional system. The research tools included Learning Styles Inventory (LSI) ,and the Biology Concept Diagnostic Test (BCDT). Before teaching, the students of experimental and control group were given LSI evaluation and BCDT. And after teaching, they were given BCDT to observe if there was significant difference of the learning achievements under different teaching methods and with different learning styles. Statistical techniques of one way analysis of covariance (ANCOVA) was applied to analyze the related data. The experimental results were as follows: 1. In experimental group, there was no significant difference among four learning styles in their learning achievements. 2. In control group, there was no significant difference among four learning styles in their learning achievements. 3. The Convergers’ achievements in experimental group was significantly better than in control group.