Learning the alphabet is essential to learning how to read. This study focuses on teaching Kindergarten students the alphabet using multiple means of representation. The 24 Kindergarten students in this study have been exposed to activities that reflect their learning styles, interaction among various group settings, and they have been allowed to self-monitor, using goal setting strategies. The data collected for the study, demonstrated that letter identification did not show a statistical significance, however, a statistical significance was shown in the components of sounds and word recognition. The treatment that the teacher researcher implemented within the classroom was beneficial and did impact the students' learning. Implications for practice are discussed. Six appendixes present: (1) Learning Style Inventory Survey; (2) Marie Clay Observation Survey; (3) Goal Setting Contract; (4) Student Goal Sheet; (5) Weekly Parent Informational Goal Sheet; and (6) Classroom Observation Rubric. (Contains 8 figures and 1 table.) [This classroom action research project was supported by the Gheens Institute for Innovation and Spalding University.]