A growing trend in medical education is “competency-based medical education (CBME),” which emphasises building the skills necessary to deliver high-quality patient care. Individual variances in how pupils approach learning are referred to as learning preferences. In order to adapt instruction to match individual needs, educators may find it useful to understand these preferences. The purpose of this study was to investigate the preferred learning styles of first-year medical students enrolled in a north Indian medical college's CBME programme. Methods: 180 first-year medical students were recruited for a cross-sectional study to determine their preferred methods of learning using the “VARK (Visual, Aural, Read/Write, Kinesthetic)” questionnaire. To analyse the data, descriptive statistics were employed. Results: It was shown that most students preferred kinesthetic and visual learning styles and were multimodal learners. Few students favoured aural learning over read-and-write instruction. Based on gender or prior educational experience, learning preferences did not differ much. Conclusion: The study's findings suggest that medical educators should use a variety of instructional techniques to meet the varying learning preferences of their pupils. The findings are in line with those of earlier research done in other nations, underscoring the significance of taking cultural differences in learning preferences into account. Teachers can create effective teaching tactics that encourage learning by taking into account the preferred learning styles of medical students. Future research might examine the efficacy of various teaching strategies for various learning preferences in CBME curriculum.