Introduction: Empowering faculty members for professional development and achieving educational goals is crucial to preparing them for their effective and practical instructional role. The present study aims to investigate the effect of motivational design using learning styles on learning of faculty members as well as the ability to predict the amount of motivation through learning styles. Method: This research was an applied and pre-experimental study. The statistical population consisted of 138 faculty members of Mashhad University of Medical Sciences who were teaching during 2018-2019 and who were included in empowerment courses. They were selected as the research sample based on universal sampling method. To collect data in this study, three questionnaires of Kolb Learning Styles Inventory, self-reported Teaching Competencies Questionnaire, and Keller’s Instructional materials motivation survey were used. Data were analyzed using SPSS version 20. Results: The learning styles of the faculty members were Assimilator (60%), Convergent (28%), Divergent (9%), and Accommodator (3%), respectively. This study showed that the application of motivational model have a significant effect on learning. It was also shown that motivational nature of instructional course materials was predictable through learners' learning styles. There was a linear relationship between learning styles and motivation (0.7) and transformation and motivation (0.75) variables Conclusion: If the motivational design model is used correctly, it can be an effective model for designing empowerment courses. On the other hand, one of the factors that sho