A study compared the effectiveness of the multisensory and auditory teaching methods on the promotion of memory among adults with learning problems. Subjects were 10 adult learners with learning problems, aged 19-31, from an adult basic education program in a large urban area. Two lists of nouns were prepared, each containing 10 words. The lists were taught to the test subjects using first the auditory teaching mode and then the multisensory teaching mode. An analysis of the results demonstrated a positive correlation between the multisensory teaching method and adult learning. An examination of the mean scores for each teaching trial/experience indicated that learning from the multisensory and auditory teaching approaches was significantly different across each teaching trial. This finding and other information permitted the conclusion that these two teaching approaches were never equivalent in student learning. The t-test scores for the first, second, and third trials all showed significant difference in the rate of learning between the auditory and multisensory teaching methods. This seemed to indicate that the multisensory teaching approach encouraged the test takers to learn more holistically and recall more words than the use of any single sensory teaching method. A 2 x 3 FANOVA (factorial analysis of variance) illustrated that the multisensory effect showed statistically significant differences. The retention rate for subjects was systematically higher during the multisensory trials. (YLB)