The purpose of this study was to devise an instructional model accommodating students' learning styles in the following areas: sound, light, temperature, design, and mobility. Specifically, this study determined if students in an experimental group with environmental accommodations to their preferred modes of learning differed from students in a control group without such accommodations in grades earned in reading, mathematics, and language. Subjects were 158 second graders from three schools. The Learning Style Inventory-Primary was administered to students in the experimental group to determine their preferred modes of learning. Experimental group teachers modified the learning environment of each student in the experimental group in accordance with his or her unique learning style. Results indicated that although the experimental and control groups did not differ prior to the beginning of the treatment in grades earned in reading, mathematics, and language, tests during treatment showed that students in the control group received significantly higher grades in mathematics and language. These results raise serious questions about accommodating individual differences in learning styles using the instructional modes employed in this study. (SH)