This article discusses the evolution of teaching approaches in concert with the findings of over three decades of researches on student perceptual strengths. Confusing reports of successes and only limited successes for students with varied perceptual strengths suggest that combined auditory, visual, tactual, and/or kinesthetic instructional resources--a multi-sensory approach--is not necessarily beneficial for all students. Rather, students required to master new and difficult academic material should initially be exposed to it through their primary perceptual strength. If statistically higher achievement-test scores are to be realized, the resources most complementary to each individual should begin the concentration process. It may seem obvious, but thirty-five years of research suggest that teaching strategies and resources should complement individuals' perceptual strengths when introducing new and difficult academic content. When schools with underachieving minority, poor students in various sections of this nation introduced tactual and kinesthetic instruction, they evidenced statistically higher standardized achievement test scores in reading and mathematics within one year.