The recent surge of interest in science education reform is welcome news for teachers who are eager to engage students in active science learning. However, along with these positive steps in science education reform come increasing pressure to improve student achievement, and some teachers may feel overwhelmed by these mandates. To meet this challenge, the authors were able to engage students and increase science achievement using the learning-style approach. This article describes the Dunn and Dunn learning-style model and includes the results of a study conducted with third-grade students that demonstrates the effectiveness of this approach.