The study ascertained the relative effects of accommodating learning styles in terms of perceptual preferences on cognitive achievement, classroom life and behavior and attitudes toward chemistry. Learning style is a biologically and developmentally imposed set of personal characteristics that make the same teaching method effective for some and ineffective for others (Dunn 1992). Specifically, the study addressed four elements of learning style under the physical dimension which were perceptual preferences categorized as visual, auditory,tactile and kinesthetic. Accommodation of learning styles means matching the preferred styles with complementary instructional methods and multi-sensory dual resources. The independent variables or inputs were learning styles and mental ability and the process variables were two treatments, the matched instruction and the conventional lecture-discussion method. The dependent variables or outputs were academic achievement, behavior and attitudes. True experimental design was used, specifically, the pretest-post test control group design. The respondents were sixty randomly selected third year high school chemistry students currently enrolled at the WVSU-SLS, school year 1993-1994. Thirty composed the experimental group and thirty, the control group. There were two pre-assessment instruments, the LSI to assess learning style preferences and the Otis Self-Administering Test for Mental ability. The four other instruments for pretest and posttest, were the Teacher-made Achievement test, Likert type Behavior Scale and Attitudinaire. Compain observation key was also used for qualitative observation of the on-task behavior of students. Percentage, means and standard deviations were obtained. A 2 x 3 x 4 factorial analysis of variance was used to determine interaction and main effects of the independent variables on the dependent variables. T-test, Pearson Product Moment Correlation and Multiple Regression Analysis were likewise employed. Accommodating perceptual preferences with instruction has significant effects on achievement, classroom life and behavior and on attitude toward chemistry. Students, teachers and administrators should capitalize on learning styles for better teaching-learning outcomes.