This paper advocates using teaching methods in math and social studies instruction that take into consideration the students' learning styles to increase achievement for at-risk students. Rural at-risk students need mathematics and social studies instruction that will prepare them for the 21st century. Traditional methods of instruction have not been successful for at-risk students. Teachers need to consider how environmental, emotional, sociological, physical, and psychological stimuli can be accommodated through instructional strategies. Learning styles are defined in terms of how individuals react to 21 elements of the instructional environment. Semantic mapping strategies can be used to provide structure for students who need it. Students who lack persistence can be given short tasks with breaks between them. Sociological needs of students can be accommodated through grouping students in pairs or cooperative learning groups. Physical needs of students can be met through hands-on activities and direct involvement. Academically at-risk students who are global learners benefit from strategies such as guided imagery, semantic maps, and story maps. Unit teaching offers a broad field for providing varied experience for individual students, appealing to a wide range of learning style preferences. This paper includes a list of suggested activities for a fifth grade unit on Native Americans that incorporates a variety of learning styles. (KS)