The identification of students' learning styles and the subsequent correlation of them with teaching styles have important implications for curricula and instruction. The cognitive, affective, and physiological aspects of learning style are based on genetic structure and personality and are affected by the individual's developmental and environmental characteristics. In order to match learning and teaching styles, teachers should be skilled in several styles in order to accommodate individual differences. Students should be provided with a variety of learning settings, resources, and instructional methodologies that will ultimately match their self-determined needs and goals. Students taught by their preferred method tend to achieve better, be more interested in the subject matter, like the way the subject is taught, and want to learn other subjects the same way. The matching of teaching/learning styles is accomplished either by adapting the environment to the existing skills of the learner or helping the individual to adapt successfully to the demands of the environment. Differences in learning styles cannot be accommodated on all occasions, but educators should make every effort to understand these differences and alter instructional style in those areas and at those times that modifications are possible. Efforts should also be made to adjust for affective and physiological dimensions of learning styles. Lists of instruments for assessing learning styles and types of learning and teaching styles are appended. (AJL)