This study examined (1) teachers' ability to describe their own learning style and (2) whether teachers of differing conceptual levels view their own materials as primary or supportive instructional aids. The Paragraph Completion Test was administered to 34 teachers to measure conceptual level. These teachers were also asked to describe their own learning style and to develop materials for their classrooms. Results indicated that high conceptual level teachers are better able to predict their own best learning style than low conceptual level teachers, and that high conceptual level teachers design materials to be used as part of primary instructional strategy, while low conceptual level teachers design materials to supplement already existing or required text. (The Paragraph Completion Test used in the study is included.) (DT)