The following research is the result of frustrations involving teaching carpentry students who display little interest in learning within a classroom environment; however, often the same students excel in a laboratory (kinesthetic/hands-on) situation. Learning style surveys were given and nearly ninety percent of the students within this program were identified as showing a preference for kinesthetic learning (as opposed to visual or auditory). A survey known as the Self Administered Inventory of Learning Strengths (SAILS), was initially given to the students and then compared to a questionnaire which asked students to identify their own perceived learning style. Statistics between the questionnaire and the SAILS survey did not match up. A second learning style survey was then administered (a modification of the original SAILS). This time the results were nearly identical to the students perceived learning styles. Grade data of a carpentry lecture course and a carpentry laboratory course, which paralleled each-other's subject matter, were collected and analyzed in order to reinforce the learning style survey. The grade data also supported the following preliminary hypothesis: (1) Students who perform well in lecture are likely to perform well in the laboratory; (2) Students who perform poorly in laboratory are likely to also perform poorly in lecture; (3) Students who perform poorly in lecture show no correlation to performance in the laboratory course; (4) Students who perform well in the laboratory show no correlation to performance in the lecture setting. Students were statistically also shown to prefer laboratory classes to lecture classes, and to get higher grades in laboratory classes. Some recommendations based on other research are suggested, on how to reach the kinesthetic learners in a lecture setting, and how these learners can help themselves. (Contains 3 graphs and 5 diagrams.)