Kangsub Lee. 1998. Does Grammar Instruction Interact with Learning Style? Studies in Modern Grammar 21, 149-181. This study extended earlier studies regarding the effects of interactive small group tasks as opposed to traditional teacher-fronted grammar lessons. In particular, it investigated the effects of individual learning styles on students` achievement via the two instructional methods. A "Learning Style Profile" adapted from the Learning Style Profile (Keefe & Monk, 1986) was administered to a large group of Korean EFL college students to assess their learning styles and to establish associations between elements of their learning styles and their achievement on the proficiency tests. In particular, students were considered according to the type of formal instruction they received: grammar task group, grammar lesson group, and non-grammar group. The results of this study showed that learning style preferences were able to predict more than 70% of the participants with respect to which instructional method worked best for them. In addition, aptitude by treatment interaction analyses showed that visual learning style is best accommodated by traditional teacher-fronted grammar lessons. In sum, these findings indicate that formal grammar instruction is facilitated when there is a match between the instructional method and the learners` learning style.