Learning style theories offer opportunities and challenges to composition instructors. Some complement contemporary directions in composition theory, but others are counter-productive in prescribing neat categorizations of students that tend to limit teacher expectations of students' abilities. Four current directions in learning style research (brain hemisphere specialization, Jungian personality types, sensory modalities, and Howard Gardner's seven types of intelligence) are examined. Their usefulness is explored and their dangers are identified. Diagnosis and accommodation of learning disabilities is discussed. Instructors can assess students and adapt classroom methods and assignments when they find the learning style theoretical constructs useful additions to underlying methodological principles. Contains 44 references. (Author/RS)