A pre-post combined experimental and quasi-experimental study determined if the effects of former successful applications of Accelerated Learning (AL), memory, and cognitive skills interactive media training could be replicated in multiple classrooms. The 10-week experimental application (40 minutes daily, Monday through Friday) of training sequencing-logic skills and pattern-finding through Accelerated Learning methods is called The Bridge To Achievement (BTA). Subjects were enrolled in 2 Midwestern parochial schools: school 1, with 97 students in intact year-to-year grades 4-8, formed the quasi-experimental study; school 2, with 172 students in grades 4-7, participated in the experimental study. Both schools had track records of student high achievement taught by highly proficient teachers. Both schools had control groups. Longitudinal data supports the conclusion that BTA-AL training effects remained constant and continued to build in all achievement areas including reading and math. Findings suggest that with cognitive skills malleable and correctable, with all learning pathways treated to become operational, individuals do not have to settle for the limitations of nature and nurture. Moreover, Accelerated Learning, when applied prescriptively, offers the necessary bridge for the permanent maintenance of these results. (Contains approximately 250 references, and 18 tables and 6 figures of data.) (RS)