The central purposes of this study were to review the historical sources of David Kolb's formulation of experiential learning theory, and to determine the effect and application of Kolb's theory and Learning Style Inventory as reflected in the literature between 1971 and 1990. It was found that Kolb based his experiential learning theory on Dewey's descriptions of learning which were the earliest conceptualizations used in Kolb's theoretical framework; as well as the learning theory of Lewin's, the source of Kolb's initial conceptualizations of the learning cycle model; and Piaget's cognitive developmental theory. The investigator also found that the psychological constructs of fields of consciousness by William James (1899), were clearly correlated with Kolb's four phases of his learning cycle model. Curry's learning style topology and psychometric evaluation favorably supported Kolb's Learning Style Inventory. Curry classified Kolb's LSI as an information processing inventory with strong reliability, fair validity, and as the only LSI from which four other learning style instruments were developed. A majority (61.7%) of the studies examined found that Kolb's theory and LSI were useful in five academic areas: accounting and business education, the helping professions, medical professions, postsecondary education, and teacher education. An understanding of and use of Kolb's learning cycle model will assist educators to organize curricula to focus on one or more of the four key learning environments. Researchers need to have a knowledge of and understanding of Kolb's formulation of experiential learning theory before they conduct research related to learning style theories. In a 1990 interview Kolb stated that dual knowledge creates dual perceptions of the world, which are either concrete or abstract and are equally valued. The two types of knowledge are described by Kolb's two oppositional learning processes of apprehension and comprehension. The reception of dual inputs creates our individuality. It is a genetic plan for the development of the unique self.