Subjects were 36 right-handed students incarcerated on campuses of the South Carolina Department of Youth Services in Columbia, S.C. Of these, 12 were classified as verbal/analytic and 24 as visual/spatial learners. The latter group was divided in half, thus creating three study groups. All three study sections underwent 5 days of instruction for each of three subject units in South Carolina geography, each presented by means of a different teaching approach. Geography was chosen as a subject which lends itself to verbal/analytic, visual/spatial, or a combined instructional approach. The verbal/analytic approach used tapes, lectures, class discussion and written review handouts. The second unit was taught by a visual/spatial instructional approach with slides, maps, and problemsolving activities in game form. The third unit was taught through a combined approach of both verbal and spatial methods. Results were not supportive of the general notion that using instructional strategies consistent with preferred learning styles of delinquents facilitates their academic achievement. However, there was support for this in regard to the delinquents with relative strength in visual/spatial learning: that learner type scored significantly higher under visually/spatially oriented instruction than under verbal instruction. Tabular data and 12 references are supplied.