This study investigates the correlation between learning styles (Visual, Auditory, Reading/Writing, and Kinesthetic [VARK]) and information processing patterns (Parallel, Sequential, Top-down, and Bottom-up) among Senior High School Science, Technology, Engineering, and Mathematics (STEM) learners, specifically in the context of Biology. The literature review underscores the importance of understanding diverse learning styles and cognitive processing mechanisms, which influence how students engage with complex subject matter in STEM fields. The research aims to fill the gap in the existing literature by focusing on Grade 11 and 12 STEM students in Biology within the Science City of Muñoz, a population that has been underexplored in this context. A descriptive-correlational quantitative design was used, with data collected from 483 STEM students using modified VARK and information processing questionnaires. Results indicate significant relationships between learning styles and information processing patterns. However, given the critiques of learning styles frameworks and the correlational nature of this study, these results should be seen as indicative of learner tendencies rather than prescriptive recommendations for instruction. This study has implications for educators, curriculum developers, and policymakers, advocating for more personalized teaching methods that cater to the cognitive needs of students in STEM disciplines.