This paper reviews the literature on the relevance of learner characteristics and learning styles when planning law school courses, focusing on the instructional delivery methods and teaching techniques applicable to law school courses. It examines the four major learning modalities: kinesthetic, tactual, auditory, and visual; and the four major instructional delivery methods applicable to each, including: (1) lecture, handout, discussion; (2) case study; (3) values clarification; and (4) role playing and mock trial. A major section of the paper covers the elements of hypermedia presentations, with discussions of various aspects of content quality (e.g., accuracy, completeness, distraction, need, social/political considerations, and structure) and design quality (e.g, color, image size, user control, type of media, animation, audio, navigation, record-keeping, security, and pacing). The paper notes that, increasingly, computer technology enables educators to use hypermedia packages for presentations. The paper argues that the challenge for law school professionals is to assess the learning-style characteristics of each student and then provide learning opportunities compatible with those characteristics. (Contains 50 references.) (MDM)