Objective To survey on influence of sensory learning styles on academic motivation, learning attitudes, academic performance and its expectation among medical undergraduates in Shanghai.Methods Using comprehensive questionnaires including VARK(Visual, Aural, Read/Write, Kinesthetic questionnaire) and simple learning motivation scale, the 2791 medical undergraduates in two universities in Shanghai were surveyed on with the inclined quantities, degrees and distribution of sensory learning styles, academic motivation, learning attitudes, academic performance and its expectation.Results It showed statistical significance in the inclined quantities of sensory learning styles among undergraduates with different academic performance (χ²=24.492, P=0.002), the “excellence” percentage of those with single inclination was the highest, which were respectively 44.2% (179/405), but the “poor” percentage of those with four inclinations was the highest, which was 31.6% (92/291). It showed statistical significance in the inclined degrees of sensory learning styles among undergraduates with different self-appraised learning attitudes, academic performance and its expectation (χ²=28.055, 22.090, 31.891, P=0.001, 0.009, 0.001), the “poor performance” percentage of those with multiple inclinations was the highest, which was 63.6% (185/291). It showed statistical significance in the distribution of sensory learning styles among undergraduates with different academic motivation and self-appraised learning attitudes (χ²=24.461, 32.917, P=0.002, 0.001). The percentage of “strong” academic motivation was the highest in those with single read and write type, which was 16.0%(63/393).Conclusions The sensory learning styles among medical undergraduates in Shanghai are different from others and closely related with study circumstance. It is suggested that the study motivation of medical students should be advanced considering their distribution of sensory learning styles.