A 42-year-old White male professor left his teaching position at a midsized, predominantly White, state-related university to teach at a midsized, state-related, historically Black university. As part of the faculty development program at his new institution, all faculty were asked to attend a seminar on the impact of learning styles on teaching. Fifteen faculty members attended his session. At one point, the facilitator asked the group, Do you think there are differences in the learning styles of Black and White students? Absolutely not, responded one Black professor of biology, biology is human biology. That's sort of ridiculous, stated a White female professor of English, are all human and we are basically alike. The facilitator queried further, Then you see the teaching task as exactly the same here than, say, if you were at a similar institution where your students were White? The group nodded in general agreement, yet the new professor was compelled to burst in, almost in spite of himself, and offer the following comment: see it as completely different. Here, the students interrupt me, they are constantly moving around, they speak out in class. I find that it is difficult to teach my information because of the distractions. The others looked annoyed. A brief silence fell upon the room, after which group members resumed their denials of the existence of differences in learning styles among ethnically and culturally diverse students. The preceding was an actual situation and one that has been recounted in a variety of forms by curriculum specialists who attempt to discuss the possibility that African American students approach the learning situation with different perspectives and learning styles than their White counterparts. While most people accept that social class or individual differences can be a factor in predicting learning styles, the issue of race (and gender) as a determinant remains controversial although it has been identified time and time again (Banks, 1988; Boykin, 1978; Hilliard, 1976; Howard, 1980; Powell & Collier, 1990; Shade, 1982). The resistance of many college educators (many in our own field of speech communication) to considering seriously this possibility may be