To improve students' self-concept and vocabulary scores, a practicum unit based in Graeco/Latin derivatives studies in varied learning styles strategies was developed for use in an eleventh grade English class (18 students). After the language analysis and preferred modalities of the target class were identified, students were assigned a target list of 80 common Latin roots, rules of word analysis, and popular Greek myths with literary allusions. The subject matter was presented in assignments to accommodate varied individual style preferences by addressing all domains of learning. Test results revealed no significant gains for scores on the California Test Basic Skills (CTBS), but students did demonstrate significant mastery in the criterion-referenced derivatives pre/posttest. Additionally, positive results were demonstrated in affective and intuitive domains through self-concept survey and creative productions. Findings suggest that Graeco/Latin derivative studies do expand vocabulary growth and that the CTBS test alone is not a total measure of student motivation, ability, and academic success. (Five tables of data are included; 26 references and 10 appendixes containing graphic analyses, sample units of study, and test data are attached.) (REH)