Space is the most effective tool to inspire architectural students. Architectural thinking usually uses a standard space prototype, giving no respect for students` learning styles. The scope has covered a deductive framework within a survey that started with a learning styles questionnaire and ended with an applicable descriptive study with a sample of architectural students to frame their environmental preferences according to their learning style. The methodology utilized multiple data accumulations as questionnaires, interviewing participants individually and noting their descriptions of their favorite inspiring spaces. Afterward, the data investigation was designated using Statistical Analysis Software (SAS) for data analysis and the Midjourney AI server in the text-to-image generation stage. The initial results showed how much architectural students prefer the reflector learning style. Although participants are different in gender and locality distribution, most showed a clear tendency to the inspiring personal space. Remarkably, the intermission space showed a higher preference frequency than the presentation space, which reflects the self-motivated nature of inspiration. In contrast, all participants showed little interest in inspiring collaboration or making spaces. Consequently, the analysis concluded a descriptive study minding the characteristics of different categories of personal spaces described by architectural students considering their learning style preferences. Each learning style reveals particular environmental needs in the preferred inspiring space, setting preliminary design criteria for a satisfying design studio containing different learning styles.