The purpose of this qualitative descriptive study was to explore how third through fifth-grade elementary school teachers within the southeastern United States describe using specific learning style strategies and students' classroom preferences during instruction. Grasha's Teaching Style Theory, Kolb's Learning Styles and Experiential Learning Cycle Theory, and Dunn and Dunn's Learning Style Theory served as the theoretical framework. This study used a qualitative methodology and a descriptive design, with six-step thematic analysis coding strategies, to explore questionnaire and interview responses. Researcher questions included: How do third through fifth-grade elementary school teachers describe using specific learning style strategies during instruction? How do third through fifth-grade elementary school teachers describe using students' classroom preferences during instruction? The data were collected through researcher-developed questionnaires and one-on-one semi-structured interviews. The data were analyzed utilizing thematic analysis and codes created, linked, grouped, and analyzed to identify relationships and patterns. Forty-nine teachers responded to the questionnaire and 12 teachers participated in the interviews. Six themes were derived from the data explored and the study documented how teachers described instructional practices. This study was designed to contribute to understanding instructional practices and strategies used by elementary school teachers. The findings concluded that third through fifth-grade elementary school teachers described using learning style strategies and students' preferred classroom preferences during instruction. The researcher presents the implications and directions for future research. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]