This study  aims at  finding out  whether there is a significant difference between reading comprehension scores among students with different learning styles; visual auditory,  and kinaesthetic of the second semester  students of English language education study program in  one private university in Bandung Regency.  This study used quantitative method and causal-comparative design. The instruments of this study included learning style questionnaire and  reading comprehension test. Further, it used independent sample t-test to analyze the data from learning styles questionnaire, and reading and reading  comprehension scores. Findings of the result reveal that there was significant difference between students’ reading comprehension scores based on there  groups’ learning styles: visual, auditory and kinaesthetic . The result shows that  that using e-storybooks in Project-Based Learning (PjBL) helped improve the reading comprehension of students with different learning styles: Visual, Auditory, and Kinesthetic.For Visual learners, the use of e-storybooks led to a significant improvement, with their average score increasing from 29.23 in the pre-test to 67.46 in the post-test. The use of print picture books in Project-Based Learning (PjBL) proved to be highly effective in improving the reading comprehension of students with different learning styles. For Visual learners, there was a significant improvement in reading comprehension, with the mean score increasing from 28.13 in the pre-test to 84.63 in the post-tes