In 1986, the National Association of Secondary School Principals (NASSP) published a new learning style instrument, the NASSP Learning Style Profile (LSP). The LSP offers educators a well-validated and easy to use instrument for diagnosing the cognitive styles, perceptual response tendencies, and study and instructional preferences of middle level and senior high school students. This second of two volumes of an LSP handbook presents various ways to adapt the learning environment to learner needs and preferences (the first volume provides activities that are useful in enhancing cognitive skills). The strategies and activities included are keyed to the perceptual, study, and instructional elements of the LSP. Definitions of each learning style element are presented, along with sample items, the research background, and the selected strategies and methods that have helped students with that element of style. The elements discussed are: (1) perceptual response; (2) persistence orientation; (3) verbal risk orientation; (4) manipulative preference; (5) study time preferences; (6) grouping preference; (7) posture preference; (8) mobility preference; (9) sound preference; (10) lighting preference; and (11) temperature preference. In the factor analytic studies of LSP subscales conducted by a national task force, perceptual responses loaded as a relatively independent dimension. Persistence, posture, mobility, sound, and lighting clearly loaded as study preferences. Verbal risk, grouping, manipulative, and (to a lesser extent) temperature loaded as instructional preferences. Study time cross-loaded between study and instructional preferences. An 88-item list of references grouped by learning style elements is provided. An appendix contains the LSP interpretation form. (SLD)