This study explores the relationship between certain personality characteristics of professional elementary school teachers and their teaching styles, rated on a continuum from traditional to open. Findings indicate the following: (a) there is a negative correlation between scores indicating an open-classroom orientation and scores indicating a desire to be included by others in their activities; (b) there is a negative correlation between scores indicating an open-classroom orientation and scores indicating the desire to be influenced by others; and (c) there is a positive correlation between scores indicating an open-classroom orientation and scores indicating the degree to which a person seeks to initiate interpersonal activities. The author suggests that these findings be used in developing criteria for training teachers in the style most compatible with their personalities. (A 14-item bibliography is included.) (Author/PD)