Mathematics concepts are most often taught using auditory, sequential instructional methods. Not only are these methods ineffective when used with visual-spatial learners, they may be detrimental to both academic and emotional progress. Ways in which visual-spatial learners process information are explained. One child's story is presented, illustrating both negative academic and emotional impact on a visual-spatial learner who possessed exceptional math ability but performed increasingly poorly in math class. An extensive list of effective strategies and resources for teachers is provided. (Contains 1 table.)