A 2015 Barna report revealed that a meager 20 percent of regular church attenders in the United States participate in any church discipleship activities. With declining attendance and more than four thousand churches closing in the United States since 2019, one would wonder what impact this lack of discipleship has had on the overall health of the American Church. It also raises the question of why so few choose to engage in church discipleship efforts. In public education, one factor that has made a difference in student engagement and success has been the consideration of innate and preferred learning styles. The use of differentiated instruction that includes such considerations has become more prevalent in American schools. However, the same cannot be said concerning Christian education and discipleship in the American Church. The thesis of the study described in this dissertation is that incorporating preferred learning styles in the process of discipleship can improve the participation and engagement of the participants in a church discipleship program. Using materials developed specifically for this study and working with volunteers from a single congregation, the project was conducted over ten sessions. The study results suggested that including the learning styles of participants in discipleship does impact an individual's engagement in the process. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]