The article treats the problem concerning necessity to correlate didactic interventions to the preferential learning style of pupils. In the work is defined the concept of preferential learning style in the acceptance of various scientists, there are classified and described the learning styles from the perceptual perspective which highlight three preferential learning styles: visual, auditory and kinestezic; there are proposed the solutions to ensure the interconnection between pupils' preferential learning styles and the priority interventions of the teachers in order to make learning more effective.