This investigation attempted to determine, through the use of a population of high school biology students, whether relationships exist among achievement, directiveness of teaching style, and cognitive preferences. The instruments used were: (1) the Cognitive Preference Examination II to classify students on the basis of cognitive preferences, (2) the Nelson Biology Test to measure achievement, and (3) a modified version of Student Perception of Teacher Style to measure teacher directiveness. It was concluded that: (1) students who perceive their teachers as directive tend to indicate a preference for memory; (2) students who perceive their teachers as non-directive tend to be higher achievers and demonstrate a preference for application; (3) students who indicate a strong preference for either application or questioning tend to be higher achievers than students who prefer memory; (4) there is a weak positive relationship between biology achievement and the application preference, and a weak negative relationship between biology achievement and the memory cognitive preference; and (5) using the entire sample as opposed to distinct sub-groups, there appeared to be no correlation between biology achievement and the questioning preference. (Author/JR)