Teachers who successfully use diverse learning modes in their instructional approaches accomplish several remarkable things. First, they create a climate where the ways of knowing central to the different modalities are all seen as legitimate, acceptable, and desirable. Second, they make sure that each student is encouraged to explore other modalities without threat or penalty. Finally, the teachers synthesize the various contributions of the students’ preferences into a comprehensive view of the science that is being studied. This article was first published in February, 1994.