The primary purpose of this study was to identify and describe individual differences in teaching style (i.e., teachers' patterns of questioning and explaining) in a standardized teaching situation. The secondary purpose was to explore relationships between teaching behavior and other teacher characteristics: teaching experience; sex and selected cognitive abilities (verbal, reasoning, and spatial); and cognitive style (field independence). To standardize teaching conditions, a teaching "game" that simulated a dyadic teacher-student instructional situation was developed. The game had student, teacher, and curriculum components. Twenty experienced teachers (10 men and 10 women) and 12 individuals with no teaching experience (6 men and 6 women) participated. Each taught one"student" from each of four types classified on the basis of knowledge of subject matter (high or low) and learning ability (fast or slow). Analyses of variance showed significant differences in teaching behavior related to the student characteristics and to two teacher characteristics (teaching experience and sex). Inexperienced teachers emphasized statement of rules more than experienced teachers did. Women emphasized relationships underlying rules more than men did. Correlational analysis showed significant relationships between teaching behavior and teaching experience, sex, age, verbal ability, and field independence. (Author/DDO)