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This monograph reviews several ap,)aches for describing learning styles and the instructional implications of an emphasis on learning styles for teachers. Several reasons for the importance of understanding individual learning styles are provided; such understanding leads to: (1) reduction of teacher and student frustration; (2) higher student achievement and an improveo self-concept; (3) accommodation of a variety of learners in a classroom; (4) the versatility that is crucial to learning; and (5) improved communication with administrators, parents, counselors, and other staff. Cognitive, affective, and physiological learning styles are considered. Approaches for describing cognitive styles include brain theories, conceptual tempo, field dependence/field independence, mind styles, modalities and multiple intelligences. Approaches for describing affective styles include conceptual system' theory and psychological types. Finally, approaches for describing physiological styles revolve around elements of learning styles have been classified into four kinds of stimuli: environmental,. emotional, sociological, and physical. Six approaches for incorporating instruction that takes learning styles into account in the classroom are provided., They are: (1) pedagogical intelligence