While teachers are becoming increasingly aware of different learning styles, they have generally rejected the practical use of learning styles in the classroom. This bulletin summarizes theories and findings on learning styles, demonstrates their use in exceptional and regular classrooms, and offers recommendations for those who want to use the learning style approach. Chapter 1 begins by defining learning styles and summarizing the pioneering efforts of Rita Dunn, Anthony Gregorc, and Bob Samples. The chapter next summarizes learning styles research and the development of various instruments, including the Learning Style Inventory, ORGANON, and the 4MAT System. Studies of students' preferences concerning lighting, room temperature, mobility, scheduling, and other factors are examined for their effects on academic achievement. Chapter 2 summarizes interviews with teachers involved in Oregon's Talented and Gifted (TAG) program and regular teachers experimenting with learning styles methods in their classrooms. A middle school teacher, for example, reports good results with students who fail written tests, but excel when allowed to discuss their knowledge. Chapter 3 underlines the importance of learning styles theory to educational reform and recommends several steps for adopting this emphasis, including: gaining administrative support; coordinating preservice teacher training; involving teachers, parents, and students; and developing a solid research base. Included are a bibliography of 14 references and a list of 10 interviews. (MLH)