A review was made of literature about individual differences in learning style. Four related topics were investigated: (1) learning style as the factor constituting individual differences among students; (2) the necessity of diagnosis to the learning style paradigm; (3) elements making up individual learning style differences; and (4) the relationship between academic achievement and matching instruction to students' learning styles. Three principal points stood out in the review of the literature. First, learning styles do exist. Second, learning styles are not difficult to identify and diagnose. Third, when students are taught through their preferred learning styles, academic achievement increases. (RH)