This study examined the relationship of teaching style orientation, expressed perceptions of the teaching-learning process, actual classroom behavior, and learning styles of six full-time faculty in a dental auxiliary program at a large teaching institution. Data collection instruments used to assess this relationship included the Teaching Style Q-Sort, an interview protocol, classroom observations modified from Goldhammer's note-taking procedure, and the Learning Style Inventory. The subjects' teaching styles were identified as either social interaction, information processing, personal, or behavior modification. According to learning style, 163 dental hygiene students were categorized as either accommodators, assimilators, convergers, or divergers. Results showed a positive relationship between teachers' perceptions of their teaching style and their classroom behaviors. No relationship was determined for the teaching style and learning style inventories, although three teachers accurately predicted students' learning styles; teachers did not perceive their students' learning style to be like their own. This report provides 18 references and detailed data tables. The Teaching Style Q-Sort questions, the Teaching Style Interview, classroom behaviors categorized by family, and the Learning Style Inventory Scoring Graph are appended. (LMM)