Learning style studies that describe students' individual learning differences and studies on types of schooling which best match students' cognitive styles are examined. Three approaches to the subject are discussed: (1) global personality perspectives, which look at several general traits; (2) cognitive mapping with minute analysis of many traits; and (3) school-oriented approaches, which try to balance individual trait analysis against possibilities in structuring schools. An analysis is presented of research on how these approaches define learning styles and how they offer ways in which learning style may be successfully matched with different types of schools and teaching methods. Several questions of philosophy and values are discussed: (1) importance of meeting a style difference; (2) ability to adapt to a situation that does not fit one's own learning style; and (3) attitude of the school toward adaptability. From these considerations, it is concluded that many students could significantly improve achievement if their needs for different learning environments were met. It is suggested that ability to adapt to a less than desirable learning situation depends on the student's fundamental learning ability and self-confidence. The paper concludes with a discussion of beliefs about the nature of schools and their role in society and about how these beliefs influence educators' responses to learning style differences. (JD)