The focus of the study was the effectiveness of identifying and using individual learning style preferences and brain hemispheric dominance as a way to assist incarcerated females to become more effective adult learners. After identifying learning style preferences and brain hemispheric dominance, each inmate was individually counseled and provided a copy of her profile data. Special emphasis was placed on modality strengths (auditory, visual, or tactile/kinesthetic), and the inmates were taught how to take existing instructional materials and adapt their use in a way more amenable with their preferred learning style. Using the profile data, the teachers also tried to create an environment where each inmate had an opportunity to become responsible for her own learning. The inmate learners appeared to have internalized that it was possible and permissible to learn the way they learn best. This began to result in higher test scores and reduced absenteeism (sick-call). A general observation was that there appeared to be an acceptance on the part of these incarcerated adult learners to achieve; whereas, in their past educational experience, failure was the norm. 20 references