Using a total of 88 students from one- and two-year child career and development programs in the Wisconsin Vocational Technical and Adult Education System, a study was conducted to determine (1) to what extent the students were field independent (i.e., learner's cognitive style characterized as analytic; longer attention span, greater reflectivity) or field dependent (i.e., learner's cognitive style characterized by short attention span and distractedness; less competitive and achievement oriented), (2) to what extent teachers exert direct or indirect influence in the instruction of these students, (3) students preference for direct or indirect communication from the teacher and structured or less structural learning activities, and (4) the relationship between learning style and instructional preference. Following student and teacher observations, preference surveys and hidden figure tests were administered. Findings were that the students were predominantly field dependent and that the teachers used direct influence as a primary mode of interaction. Students showed a slight preference for indirect instruction, but did not show general preferences for either structured or less structured learning activities. Course satisfaction was high, indicating that students' expectations matched the instruction planned for them. It was concluded that the teacher's relationship with the student and the instructional approach are intertwined and may have an important effect on learning. (BL)