In a previous study, the benefits of matching instruction with students' needs were examined. Three personality variables were used for the purpose of matching: Maslowian need level; locus of control; and cognitive style. This study used the ninth-grade physical science students (N=301) participating in the previous study to (1) examine differences in the cognitive and affective entry characteristics of students expressing different Maslowian needs and (2) to determine the effects of teaching a 3-week unit of instruction using a strategy designed to meet the locus of control and cognitive style needs of students whose physiological and safety needs had not been accommodated. Results show: significant differences in the cognitive and affective entry characteristics of students of differing need levels; students differed in their attitudes toward science in general and their prior knowledge of physical science; and matching was not beneficial for students primarily concerned with fullfillment of low needs. In addition, differences in achievement (not attitude) were found to be dependent upon the extent of matching. These and other results are discussed in terms of the matching model of instruction and the desire to design instruction to accommodate the diversity of student needs in secondary school physical science courses. (Author/JN)