This quasi-experimental study was designed to research the effects of student attitudes and achievement levels when introduced to learning-style based interventions through the use of homework prescriptions. Success of these interventions was measured through the comparison of test scores for students who received instruction through learning-styles as compared with students who received instruction in traditional studying strategies. Subjects were given homework prescriptions based on their individual learning-style for preparation to undertake standardized testing at the conclusion of each course. The instruments used for measurement were the New York State Integrated Algebra and Global History Regents Exams. The population for this study consisted of tenth-grade students in a low-socioeconomic, underachieving urban high school. The pre-test for the study were the mid-term examinations for Integrated Algebra 209, and Global History 10 classes which are designed to mirror curriculum tested in June on the Regents Examinations. The researcher compared the results of the pre and post-tests of both groups to investigate potential effects of learning-style based interventions as compared to traditional studying strategies. The results of this study failed to support the implementation of learning-styles based homework prescriptions as compared to traditional studying strategies in most categories. However, increases where displayed in support of the use of learning-styles in the categories of male, low socioeconomic, and underachieving students on the Integrated Algebra Regents Exam. No difference in attitude was displayed for either learning-styles or traditional studying strategies on the Semantic Differential Scale for any category researched in the study. Implications for practical implementation and awareness for teachers and educators based on these findings suggest that investigation of how their students will learn new and difficult information is imperative. Positive results for both learning-styles and traditional studying strategies in varied categories imply that both have potential for practical use. This information warrants further research on studying strategies in general and how best to utilize them with specific student populations. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]