Teaching styles of five teacher trainees and one experienced teacher were observed. Teachers worked in pairs with groups of four to five disturbed preschool children. Six 10-minute observations of each teacher were made during the year by direct observation and video tape recording. Observe actions and verbalizations of teachers and children were coded. Concerning activity level of teachers, results showed intragroup consistency and great inter-group variability. Only one teacher showed a systematic change over time. Concerning amount of teacher attention to individual children, results showed teachers tend to give attention to disruptive children and to children whose homes they visit. Only the experienced teacher showed a dominant and enduring teaching style. (MS)