The purpose of this action research project was to improve student vocabulary acquisition through a multisensory, direct instructional approach. The study involved three teachers and a target population of 73 students in second and seventh grade classrooms. The intervention was implemented from September through December of 2006 and analyzed in January of 2007. The goal was to gather evidence of a marked improvement in the number of vocabulary words that students recognize, understand, and use. Pre and posttests gathered data on student knowledge of fifty key content area vocabulary words. Three interventions based on brain research were implemented: specially designed graphic organizers, classical music, and Brain Gym exercises. The gathered data indicates that students clearly understood and could define over five times as many words after this intervention (from 378 words to 1,941 words). The project results show that a multisensory, direct instructional approach improves student vocabulary acquisition. Educators need to increase their knowledge of brain research and implement direct instruction of vocabulary through the use of multisensory methods. (Contains 10 figures, 34 references, and 11 appendices.) [M.A. Thesis, Saint Xavier University.]