This study identified the cognitive style (as defined by the construct of field independence/dependence) of prospective teachers at Eastern Kentucky University and identified instructional strategies reflective of the field independent/dependent dimension of cognitive style. In the 1984 Fall Semester the Group Embedded Figures Test was administered to 313 teacher education majors to assess their ability to identify simple figures located in complex figures. The ability to locate the figures indicated field independence while the inability to locate the figures indicated field dependence. The results of this study indicated 65 percent of the females and 49 percent of the males were extremely field independent or dependent. These results point to the importance of enhancing teachers' awareness of their less preferred cognitive style and the respective instructional strategies reflective of that style. Instructional strategies reflective of the field independent/dependent dimensions of cognitive style are addressed. (PN)