Studies were undertaken in four counties in North Carolina to determine if the learning styles of African American children described by J. Hale (formerly Hale-Benson) (1986) could be identified among African American high school males through the use of the Myers Briggs Type Indicator (MBTI). Learning style differences between minority (n=184) and majority (norm group of predominantly white students) youth were studied, and learning styles of the same male high school students were compared with those of 332 male African American college students. In addition, learning styles of African American 6th and 11th graders of both sexes were compared. Results support the findings that differences do exist between African American students and other populations. Specifically, young African American children have a more relational, person-oriented style than do White students. However, significant populations of students who prefer feeling as a decision-making strategy in 6th grade no longer show this preference by grade 11. The differences support some of Hale's claims that African American children have a different learning style than majority children, particularly that male African American high school students are more Sensing than Intuitive. High school data do not support Hale's claims for the affective and relational learning styles, but data from the comparison of students in grades 6 and 11 do support the hypothesis. Implications for science teaching are discussed. Four tables summarize study findings. (Contains 24 references.) (SLD)