Learning style theorists have advanced several distinct definitions of learning style and have proposed diagnostic procedures and instructional practices based on these definitions. Practitioners could benefit by being able to draw on the full range of these conceptions, but the conditions of dissemination discourage theorists from drawing attention to more than their own specific approaches. This document reviews 17 conceptions of learning style. Each conception has been examined in terms of the definition put forward, the number of learning style elements encompassed, the categories into which the elements are distributed, the individuals involved in applying the concept, and the instruments used in the course of this application. This analysis led to the identification of three continua as critical for fixing the essential differences among the conceptions: the first specified the grade levels served, the second the number of learning characteristics encompassed, and the third the extent to which learning style strengths are taught exclusively or are used to develop new strengths. By developing inservice programs that build upon a systhesis of these conceptions rather than on one alone, administrators will enable teachers to choose more wisely among the concepts and approaches available. (PGD)