This study aims to explore, based on eye-tracking data, the effect of cognitive style on attention distributions and learning achievement in web-based multimedia recipe learning. The study uses a one way (verbal style V.S. visual style) quasi-experimental design. Subjects are 29 students of hospitality. The treatments of the study multimedia recipes are including static and dynastic representation. Students’ prior knowledge and learning achievement are assessed via a survey. Result of this study reveals that students’ cognitive styles have an intimate relationship with their visual attention distributions in reading wed-based recipes. And gender could play an important role in this learning context. In addition, it shows that it is effective to improve students’ immediate learning achievement and retention of learning when the procedural knowledge of recipes is represented by web-based multimedia. Specifically, the static multimedia materials improve students’ immediate learning achievement while the dynamic multimedia materials improve their retention of learning.