This study examined for to determine the relationships between digital game preferences and the game preferences reasons with gender, class levels and learning styles of university students. Study group consisted of students of Computer Education and Instructional Technology Department. Game preferences and preference reasons data were gathered by an open ended 16 items questionnaire. Kolb’s Learning Style Inventory was used for collecting learning styles data. As a result, significant relationships were found game preferences with respect to gender. While males preferred to play real time and full time game, females preferred to play real time games more than full time games. However, class levels and leaning styles had no significant effect to game preferences and game preference reasons. In addition to these findings, we decided that students did reasonable selections between game preferences and game preference reasons when distributions were analyzed.