In an attempt to determine whether knowledge of teachers' conceptual systems can be used to predict teaching styles in handling information and applying sanctions, the teaching styles of 136 home economics student teachers from three midwestern universities were measured by coding tape-recorded lessons according to Joyce's system, and two measurements of their conceptual system were made using Schroder's Paragraph Completion Test and Harvey's Conceptual Systems Test. Statistical analysis of the relationship between conceptual system and teaching style yielded no significant differences using Schroder's Paragraph Completion Test. With Harvey's Conceptual Systems Test significant differences were found. As the abstractness of the teacher's conceptual structure increased, a reflective teaching style, characterized by more sanctioning of search behavior, more handling of information by helping students theorize and express themselves, and less questioning for precise answers and sanctioning attainment, was used more often. Research results indicate that if a reflective teaching style is desired by educators, then teacher trainees whose conceptual systems are at lower stages of development must either be taught to use a reflective teaching style or be helped to develop a more abstract conceptual structure. (Author/RT)