The three purposes of research were to 1) explore the students learning style and the four subject teachers teaching styles 2) study the results of matching between teaching styles and learning styles on achievements in four subjects and 3) investigate of moderating effects of gender, school sector, and school size on multilevel models of learning style, teaching style, and achievements. The research samples were 3,382 ninth-grade students and 440 teachers in 110 schools collected by multistage random sampling. The research instruments comprised with the learning styles questionnaire, the teaching styles inventory, and the four achievement tests. The data analyses were employed descriptive statistics, Multilevel Regression Modeling with Random Effect, and Multiple Group Analysis. The research results revealed 1) the realistic ninth-grade students was the biggest group of learning style (26.11%) whereas the facilitator teacher was the biggest group of teaching style (34.55%) 2) the students have different outcomes effected from matching of learning and teaching styles in different subjects and 3) teacher gender, school sector, and school size have different moderating effects on the four subject models.