The study was conducted with the goal of determining the cognitive learning strategies among teacher education students and their implications to classroom teaching. A descriptive method of research was used to find the students’ perceptual modality preference for learning among students, cognitive learning strategies and factors which are significant predictors for determining their cognitive learning strategies. Results showed that diversity in the classroom exists; the students are visual and group learners. The preference of working in group and verbal learning makes the students learn better than learning independently. Students’ characteristics have influence in various aspects in the classroom practices. The study concluded that students’ characteristics such as gender, language spoken and ethnic origin are significant predictors in determining the level of preference of students in terms of cognitive learning strategies. A model was formulated for improving classroom practices in which the College of Teacher Education should operate in a multicultural perspective with regard to teacher education programs. The model includes a development framework for curriculum restructuring, teacher development and student development.