The purpose of the workshop described in this paper was to teach educators to understand the differences in learning/teaching styles and how to apply that understanding to the professional routine and to conflict management and problem solving tasks. The Teaching, Learning, and Curriculum Model (TLC) used in the workshop applies Jung's research on psychological types to issues of learning, teaching, and curriculum categorization. It does this by asserting that learning behavior is not random, but is due to personal preferences for particular perceptions and judgment functions. These functions are sensing, intuiting, thinking, and feeling. When a perception function is paired with a judgment function, one of four observable learning styles results, each modified by an attitude toward learning, i.e., introversion or extraversion. When these four learning styles are converted to specific behaviors, the behaviors apply equally to teaching and to curriculum categorization. The TLC model, therefore, allows one to purposely match one's teaching behavior to one's teaching intent by presenting the instruction (whether didactic or managerial) in a way congruent with the student's learning style. Good teaching (or good management) results when these three interrelated decisions are made congruently. (Author/CMG)