Recognizing each student's preferred learning style not only enhances the teaching and learning experience, but helps make the gymnasium a fun place to learn new skills and be physically active. This article addresses three objectives that form a pedagogical strategy with the potential to "get to know" the students in a more personal way. First, it encourages teachers to identify their own preferred learning style and consider the potential impact of that preference not only on teaching, but on student learning. Second, it identifies and defines four primary learning styles and describes strategies that might be used in the gymnasium to meet performance objectives related to the three domains of learning. It acknowledges that the reader, faced with ever-increasing demands for documentation yet ever-decreasing time, has insufficient time to assess each student's individual learning style. This article proposes a three-step model by which to successfully address the needs of all students. (Contains 1 figure.)