The major purpose of this monograph is to provide counselors in elementary and secondary schools with information on learning style to enable them to diagnose the learning style of each student, utilize counseling interventions that complement individual learning style preferences and consult with teachers and parents regarding the accomodation of student learning style preferences in the classroom and at home. Application of the learning style approach is described as involving: (1) assessing the learning style of each student; (2) identifying patterns within the counseling caseload for grouping students according to learning style preferences; (3) interpreting learning style requirements of students for counseling purposes and applying complementary counseling approaches; and (4) evaluating student outcomes as a result of using the learning style model. Case studies are provided to assist counselors in applying the model at the elementary and secondary school levels. The learning style needs of special populations (gifted, physically disabled, school dropouts) are described. Descriptions of counseling programs that use learning preferences in counseling are provided. Research studies are outlined that show evidence that using the learning style approach in teaching and counseling results in improved academic achievement, more positive attitudes toward school, and selected developmental gains, such as increased career awareness. (Author/ABB)