THREE STUDIES EXPLORED THE RELATIONSHIP OF TWO COGNITIVE STYLES (FIELD DEPENDENCE AND DOGMATISM) TO ANTICIPATED AND ACTUAL TEACHING STYLE. FACTOR ANALYSIS OF SCORES ON A BATTERY OF TESTS (TEACHER CHARACTERISTIC SCHEDULE AND MEASURES OF CLOSED-MINDEDNESS AND FIELD INDEPENDENCE) ADMINISTERED IN THE FIRST STUDY TO 57 MALE SECONDARY EDUCATION MAJORS (AND, IN A REPLICATION, TO 70 MALES) LED TO FIVE STYLE FACTORS--(1) PLANNED, ORGANIZED, DYNAMIC TEACHING STYLE, (2) FAVORABLE ATTITUDES TOWARD SCHOOL PERSONNEL AND SYMPATHETIC ATTITUDES TOWARD PUPILS, (3) OPEN-MINDEDNESS, (4) ANALYTIC SET, AND (5) LEARNING-CENTERED VIEWPOINTS AND LOW EMOTIONAL STABILITY. CLOSED-MINDED, FIELD DEPENDENT SUBJECTS WERE FOUND LEAST LIKELY TO BE SURGENT (RESPONSIVE, SOCIABLE) TEACHING PERSONALITIES. IN THE THIRD STUDY, LESSONS FOR EACH OF 46 STUDENT TEACHERS WERE TAPED IN AN 8-WEEK STUDENT TEACHING EXPERIENCE. CONTRARY TO EXPECTATION, INTERACTION ANALYSIS OF THE CLASSROOM BEHAVIORS DID NOT SUPPORT THE HYPOTHESIS THAT FIELD DEPENDENT, CLOSED-MINDED TEACHERS WOULD MANIFEST MORE DIRECT BEHAVIORS. MOREOVER, THERE WAS A SLIGHT TENDENCY FOR FIELD INDEPENDENT SUBJECTS TO BE MORE DIRECT THAN DEPENDENT SUBJECTS IN ATTEMPTS TO INFLUENCE PUPILS. AMONG THOSE HIGH ON INDIRECT BEHAVIORS, MALES SHOWED MORE ALOOF CLASSROOM BEHAVIOR AND SUBJECT CENTERED ATTITUDES, BUT LESS VERBAL UNDERSTANDING, EMOTIONAL STABILITY, AND FIELD INDEPENDENCE. FEMALES SHOWED MORE SURGENT BEHAVIOR AND VERBAL UNDERSTANDING. THIS PAPER WAS READ AT THE AMERICAN EDUCATIONAL RESEARCH ASSOCIATION CONVENTION (NEW YORK, FEBRUARY 16-18, 1967). (HA)