This consideration of learning style and the minority student analyzes and synthesizes the research that reveals the similarities and differences among the learning styles of culturally diverse populations and describes how to teach and counsel adolescents with different learning styles. Research suggests that students whose instruction is not responsive to their learning styles achieve significantly less than children whose instruction is responsive. The implications of the varied individual, rather than the cultural group, and the learning styles of multicultural students are discussed for both teaching and counseling. The efforts of schools that have successfully reversed underachievement among culturally diverse students are described. The research on which these conclusions are based involved the participation of more than 18 professors and 60 doctoral students working collaboratively at St. John's University in New York. The instrumentation designed to identify learning style and 21 elements of learning style are identified. One table and 28 figures illustrate the discussion. A sample programmed learning sequence is illustrated with 45 instructional frames. (Contains 369 references.) (SLD)