Focusing on individual learning styles as a major component of intentional teaching, this discussion points out advantages for teachers who provide options based on students' learning styles in the classroom. Particular attention is given to the model of Style Differentiated Instruction (SDI) which developed from the research on styles, higher order thinking, and critical and creative thinking, and provides guidelines for the multiple approaches to style in the classroom. SDI suggests how to bridge to the stylistic needs of the learner on a daily basis. Ten general criteria by which teachers can create a learning style environment for young adolescents are identified. A chart offers a general explanation of style differences and some examples of style-matched learning/teaching strategies, and identifies characteristics, instructional needs of students, students' preferred strategies, cognitive processes, and student products associated with concrete sequential, abstract random, abstract sequential, and concrete random learning styles. (RH)