The precise nature of learning styles has not yet been articulated by research; there are, however, several models and techniques to identify learning styles that appear to be especially suited for use by the bilingual classroom teacher. Three such models are presented: the Field-Dependence/Independence Model, the Educational Cognitive Style Model, and the Dunn learning style model. Three instruments are discussed that intend to measure some aspect of learning style and that appear to be most appropriate for use by the bilingual teacher. These instruments are: (1) the Educational Cognitive Style profile which can help to gather and analyze student characteristics related to academic, social, cultural and linguistic factors; (2) the Learning Style Inventory, a comprehensive diagnostic tool; and (3) The Field-Sensitive/Field Independent Behavior Observation Instruments which were developed to diagnose the Mexican American child's preferred cognitive style. Several tables clarifying the models discussed are included. (AMH)