Background: The process of language learning is intricate and multifaceted, encompassing the acquisition  and progressive development of linguistic skills, which in turn facilitate effective communication. Objectives: To examine and describe the demographic profile of first-year college students at Sulu State College, their language learning styles, and interrelationship of such variables. Methods: This study is descriptive-correlational research and focused on first-year college students (n=100) at Sulu State College who were enrolled in the academic year 2022 to 2023. A two-parts questionnaire which delt on demographic profile and a standardized adopted tool which measures college students' language learning styles which included their visual language, auditory numerical, social group, visual numerical, kinesthetics-tactile, expressive oral, auditory language, social individual, and expressive-written. Research Ethics Committee (REC) of the Sulu State College approves the conduct of the study and data gathered were analyzed and processed on SPSS version 21 utilizing the frequency, percentage distribution, mean, standard deviation, and Pearson r. Results: Most of the college students as respondents were young females enrolled from various course and with parents varied educational backgrounds. The students exhibit diverse learning styles across various categories, including visual, auditory, social, kinesthetic-tactile, expressive oral, and expressive-written styles. The study also revealed significant correlations between different language learning styles, emphasizing the interconnectedness of these preferences. Conclusion: This study on language learning styles among first-year college students at Sulu State College highlights the importance of understanding individual preferences and the impact they have on language learning outcomes. The findings of this research contribute to the existing body of knowledge on language education and provide valuable insights for educational practitioners, administrators, and curriculum developers in creating supportive and inclusive learning environments.