This paper examines the claim that instruction specially adapted to the "visual learning styles" of Native American students results in improved learning. Substantial cross-cultural research suggests that Native American children have special strengths in spatial abilities and visual memory and that observational learning is an important cultural orientation. However, an extensive computerized literature search yielded only three studies that empirically tested the proposition that the instruction adapted to Native Americans' learning styles increases achievement, and it was found after a careful review which this paper reports that virtually none of the results substantially demonstrates the educational benefits of adapted instruction. Nonetheless, the concept of "Native American learning styles" continues to enjoy considerable popularity. It is speculated that the idea persists for the following reasons: (1) educators prefer to avoid "deficit" language; (2) the concept is useful for obtaining funding for culturally oriented programs; and (3) the concept is useful for summarizing a variety of instructional adaptations necessary in a cross-cultural context. The paper concludes that future research might demonstrate some educational benefits from visually-oriented instruction but the lack of progress in the broader area of aptitude-treatment interactions offers no basis for optimism. It is suggested that researchers interested in improving Native American education might better direct their investigations elsewhere. This document includes a 26-item bibliography. (TES)