In addition to data on teacher performance and student learning, the Beginning Teacher Evaluation Study, Phase II collected data on the aptitudes, attitudes, knowledge, and personal characteristics of 95 second and fifth grade teachers and their students. This permitted the investigation of the relation of cognitive style to a number of variables relevant to how teachers teach and students learn. Results indicated that for teachers cognitive style was significantly related to aptitude, satisfaction, and certain performances for specific subject matters and grade levels. It was not consistently related to those teaching performances which predicted student learning. For students, cognitive style was differentially related to student learning for different subject matters and at different grade levels. Except for decoding, cognitive style contributed more to learning in both reading and mathematics at the second grade level than it did at the fifth grade level. In addition, while the contribution of cognitive style to learning decreased between second and fifth grade, the contribution of aptitude increased. The findings consistently supported the hypothesis that cognitive style, acting as a mediating or process variable, had more impact when a child was first learning these particular reading and mathematics skills. (RC)