A survey of teachers in an elementary school building and a literature review indicated that the causes of the lack of individualizing student learning were related to class size, poor leadership, teacher training, and poorly developed learning style instruments. A practicum was designed for classroom teachers to recognize differential learning styles and incorporate them into their repertoire of teaching. This practicum involved 31 sixth grade students and included five behavioral objectives: (1) improved study habits, attitudes, and behavior; (2) employment of four distinct teaching methods; (3) administration of the Dunn, Dunn, and Price Learning Style Inventory self-reporting instrument to 27 elementary teachers; (4) in-service on learning styles for all elementary teachers; and (5) parental review of child's learning style inventory results. Outcomes of the practicum showed improved work habits in 27 students, improved classroom attitudes in 26 students, and improved classroom behavior in 10 students. The students and their classroom teacher found the four group teaching methods that were introduced and demonstrated to them to be an excellent experience. (LLL)