This research intended to go through: (1) whether mathematical learning outcome being taught (learnt) by inquiry learning strategy is more higher than being taught (learnt) by expository learning strategy. (2) whether mathematical learning outcome with visual learning style is more higher than auditorial learning style, (3) is there any learning interaction between strategy and style will have an effect on mathematical learning outcome. Population research imposed to Public Junior High School around Medan city which total of 186 students. Technical taking sample by cluster random sampling, with 2 groups for inquiry learning strategy and expository learning strategy which included of 70 students as samples. Instrument collecting data by test learning results in a form of multiple choice of 35 items of questions and had reliability 0.88, as for defining data of learning style by default test which is developed by Richard Bandler and Jhon Grinder. Research method with quasi experiment by factorial 2x2 design. Technical analysis by two paths anova on significant degree = 0.05. The result of examined hypotheses that: (1) inquiry learning strategy was more higher than expository learning strategy, (2) visual learning style was more higher than auditorial learning style, (3) there was an interaction between learning strategy and learning style. Further calculation with Examined Scheffe that students who are taught (learnt) by inquiry learning strategy had more higher than expository strategy. While visual learning style were more higher if taught by inquiry learning strategy rather than taught by expository strategy.
