This qualitative research study explored barriers that impinged on teachers’ use of their knowledge of students’ learning styles in teaching mathematics. It was a case study of three secondary schools in the Makoni District of Manicaland Province in Zimbabwe. Participants were fifteen mathematics teachers. Results revealed that the barriers were related to the teachers, the students, the curriculum and the socio-economic status of the schools. Collaborative teaching, formation of mathematics clubs, mobilisation of resources, use of excursions and in-servicing of teachers were recommended as ways of reducing the effects of the barriers.