Several investigations confirm the relevance of considering students' learning styles and the command of metacognitive skills for the achievement of deep and meaningful learning in the training of higher education students. Although the competencies for the training of university technicians and professional careers students are different, research on learning styles and metacognition in higher education students has focused on university professional careers. This article presents a study aimed at determining whether there is a connection among learning styles, metacognition levels, and the achievement of the competencies planned for the Professional Practice (PP) of Chilean students of University Technical Degree in Early Childhood Education. The results show significant positive correlations between theoretical and reflective styles and performance in the PP, and between levels of metacognitive knowledge and performance in the PP. After discussing these findings based on previous research, it is concluded that these results contribute to a better understanding of the learning processes of students in technical careers and encourage a more focused didactic planning.