This study examines the effects of mismatched teaching and learning styles in an engineering education context, focusing on student coping strategies. Utilizing Kolb’s Experiential Learning Theory as a framework, the research explores how engineering students at Adamson University adapt to discrepancies between their preferred learning styles and their professors' teaching approaches, particularly in Physics courses. A mixed-methods approach involved assessing 255 students' learning preferences via the Perceptual Learning Style Preference Questionnaire (PLSPQ) and comparing these to professors' teaching styles using the Perceptual Teaching Style Preference Questionnaire (PTSPQ). Findings indicate that mismatched students in lecture-based settings are more likely to struggle academically, with higher failure rates on quizzes, whereas laboratory-based collaborative environments appear to mitigate these effects. Key coping strategies identified among students include time management, technology use, peer support, and seeking guidance from instructors. This study underscores the need for adaptive teaching practices in engineering education to accommodate diverse learning styles and enhance student performance.