The relationships between certain parallel aspects of the teaching and learning styles of 60 student teachers of English as a second language were examined in the context of the general assumption that an individual's teaching and learning styles are closely related. The Canfield Learning Styles Inventory and Instructional Styles Inventory were used to assess the degree of preference for the same conditions (peer, organization, goal setting, competition, instructor, detail, independence, and authority), content areas (numeric, qualitative, inanimate, and people), and modes of teaching and learning (lecturing/listening, reading, iconic, and direct experience). From this information, group profiles were developed and compared. The results suggest that teaching styles are not as closely related to learning styles as is generally assumed, and imply that the teachers use different behaviors to react to similar teaching and learning situations. While some similarities existed, the differences in over half the assessed preferences for conditions and modes of instruction were significant. It is suggested that further research be undertaken to learn how teachers may accommodate their students' diverse learning styles by varying teaching styles or matching learning syles. (MSE)