This paper discusses the differences between spatial and sequential learning, characteristics of individuals who exhibit stronger visual-spatial learning, and strategies for teaching children with visual-spatial strengths. Techniques include: (1) using visual aids, such as overhead projectors, and visual imagery in lectures; (2) using manipulative materials to allow hands-on experience; (3) using a sight approach to reading rather than phonics; (4) using a visualization approach to spelling; (5) having students discover their own methods of problem-solving; (6) avoiding rote memorization; (7) avoiding drill and repetition; (8) finding out what students have already mastered before teaching them; (9) giving students advanced material at a faster pace; (10) allowing students to accelerate in school; (11) emphasizing mastery of higher level concepts; (12) emphasizing creativity, imagination, new insights, and new approaches rather than acquisition of knowledge; (13) grouping gifted visual-spatial learners together for instruction; (14) engaging students in independent studies for group projects which involve problem-finding as well as problem-solving; (15) allowing students to construct, draw, or otherwise create visual representations of concepts; (16) using computers so that material is presented visually; and (17) having the students discuss the ethical, moral, and global implications of their learning and involving them in service-oriented projects. (CR)