The Picture Learning Style Inventory was administered to 42 first graders and 46 second graders attending two public schools in a Southern university community. The inventory consists of 13 individual picture booklets, each illustrating a different element of learning style (environmental, emotional, sociological, and physical). The inventory is administered by discussing the pictures with a small group of children during several sittings. At the end of each discussion, each child circles a happy or unhappy face to signal agreement or disagreement with orally read statements. In the present study, analysis of children's responses was performed to determine similarities and differences. Results indicated that, while visual learning was preferred by 31 children, only 11 boys preferred auditory learning. Almost all of the children indicated a preference for no sound while learning. Afternoon was the preferred time for learning for 44 children. The majority of respondents preferred structure in the classroom and thought that they were responsible, persistent, and adult-motivated. Since studies have shown improvement in a child's self-concept and achievement when learning preferences and conditions are matched, it was suggested that individual analysis using the Picture Learning Style Inventory can provide a rational basis for accommodating learning style differences in the classroom. (Author/CB)