This report explores the possibility of constructing a conceptual framework to account for variations in learning styles observed among preschool disadvantaged children. It begins with a review of the literature on preschool intervention programs relating to ways disadvantaged children approach new experiences; gather, organize, and process information; and choose to act or not to act in response to the information. A discussion of play is included, as the arena in which children demonstrate the ways they have organized their perceptual worlds and the range of actions consistent with their self-bounderies. The influence of caretakers on learning styles and the biological and psychological bases of individual differences, is discussed. Also included are discussions of cognitive style research, cultural influences on learning style, means by which the child constructs a perceptual world, and social learning concepts of learning. The report concludes with a summary statement suggesting some ways to conceptualize the socialization of learning styles and some research directions. (SBT)