Community college students arrive with a diversity of learning styles, study skills, and test anxiety levels. The study described here was conducted to determine whether activity grouping of students according to learning style (incorporating at least two different styles in each group) contributes to improved student performance. In the spring of 1991, the Group Assessment of Logical Thinking (GALT) and the Test Anxiety Scale (TAS) were administered to 60 first quarter anatomy and physiology students in a community college. The GALT identified the following types of learners: (1) concrete learners--learn best with hands-on experiences; (2) formal learners--have developed analytical reasoning skills; and (3) transitional learners--learn concepts better with verbal instuction accompanying hands-on experiences. At the end of the quarter a posttest was administered and students were asked to complete a questionnaire regarding the activity groups. Results suggest that despite insignificant differences in the pretest and posttest scores, use of the GALT test to identify student's learning style was most informative. Questionnaire respondents felt that working with students of different learning styles helped them perceive material in a different way. Several tables display pretest, posttest, and questionnaire data; an appendix provides a copy of the questionnaire. (Contains 16 references.) (LL)