Many educators are now using cognitive abilities, learning styles, and subject abilities interchangeably. Math replaces quantitative, auditory-sequential gets mixed up with verbal and with reading and writing, and nonverbal is treated as synonymous with visual-spatial. Effective instructional programming is tied to student profiles generated from results of the CogAT. A population (N=284) was studied with both CogAT scores and scores from the Visual-Spatial Identifier to examine the degree of correlation of those two measures. Specifically, the hypothesis was tested to see if high scores on the nonverbal component of the CogAT match correspondingly high scores on the VSI.