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the National Association of Secondary School Principals (NASSP) cooperated to explore the possible impact of learning-style instructional strategies on student achievement and attitudes. In five years, that initial effort expanded into a national network that continued expanding to include thirty centers on four continents by 1994. The group, the International Learning Styles Network, currently includes one or more centers in Australia, Bermuda, Brunei, Denmark, Finland, the Philippines, Singapore, Sweden, Turkey, and the United States. Originally, the researchers implemented many theorists’ learning-style models, examined their effects, and analyzed their results (Gregorc 1982; Hill 1971; Kolb 1976; McCarthy 1982; NASSP 1999, ctd. in Thomson 1980). After several years of experimentation, the Network board unanimously decided to focus on the Dunn and Dunn learning-style model because of its extensive research base (Shea Doolan 2004). Today, the International Learning Styles Network (2008) Web site highlights a bibliography that includes more than 870 studies on this model that researchers at more than 135 institutions of higher education worldwide have conducted. The site also alerts educators to conferences, seminars, workshops that individual centers conduct, and an annual international institute to which participating centers contribute. It is important to highlight the comments of the educators who have been involved at the forefront of this network over time and to summarize the research concerned with the effects of learning style on students in multiple locations. Impact of Learning-Style Instructional Strategies on Students’ Achievement and Attitudes: Perceptions of Educators in Diverse Institutions