This paper summarizes two related sets of data. First, the findings of an inquiry titled, "The Appropriateness of Forced Choice True/False Response Formats for Selected Learning Style Inventories" is reported. This inquiry compared data from two forms of the Dunn/Price Learning Style Inventory. The first form was the real Dunn/Price inventory; the second added an uncertain column. Two significant findings emerged. First, 28 percent of the upper grade elementary students (N=112) marked 20 percent or more of the items uncertain when given the opportunity. Second, these items clustered in potentially significant ways. The second part of the paper discusses the general implications which learning style inventories have for the field of curriculum and instruction. A list of research projects worthy of development is included. (Author)