This research was designed to examine the effects of the use of individualized, learning-style based homework prescriptions on the achievement and attitudes of middle level students. Sixth-, seventh-, and eighth-grade students from an urban, parochial school in New York City were provided either learning-style-based homework prescriptions or guidelines for traditional study strategies. Each group demonstrated increased levels of achievement in reading, mathematics, science, and social studies and higher attitude-test scores after treatment. However, the students in the experimental group who used individualized learning-style-based homework prescriptions clearly showed larger gains.