This paper examines the importance of culturally-specific learning styles within the context of the Kentucky Education Reform Act of 1990. The Act posits that all students can learn, that students learn differently, and that students learn better when they are taught utilizing their preferred learning modalities. A review of the literature indicates that all cultures, communities, and families can be divided into two major dimensions--traditional and modern--in terms of gender roles, family identity, sense of community, family identification, time orientation, age status, importance of tradition, subservience to convention and authority, and spirituality/religion. Teachers need to understand the cultural style of students; to use a proactive approach to reach out to those students whose values and needs differ from the mainstream; to exhort the message that "to be different means to be distinct but not inferior"; and to accommodate students with differing needs and priorities by changing the system, but not forcing them to change. The main body of the document consists of suggestions to help teachers identify learning styles, and to design teaching strategies to impart instruction through their students' preferred learning modes. (Contains 41 references.) (LL)