This report describes a 12-week program designed to increase time on task for kindergarten students. Members of a targeted group of kindergarten students were identified as being off task an average of 1.9 times more than the rest of the class. A program that incorporated the dominant learning styles of students in the target group with kindergarten activities was created. The objectives of the study were that at the end of 12 weeks, the target group would: (1) remain on task at least 20 percent of the time; (2) show 20 percent improvement in performance in kindergarten activities; (3) increase by two or more the number of satisfactory ratings on the work habits section of the Kindergarten Student Progress Report; and (4) participate in activities to increase critical thinking skills. The results revealed a 20 percent increase for time on task for the target group and a noticeable improvement in performance in kindergarten activities. The third objective was met by all of the target group members except for one, and the criteria for the fourth objective was met by all. It was concluded that the use of students' dominant learning styles in the planning and carrying out of activities can bring about an increase in time on task. Appended are related materials and a list of 16 references. (GLR)