This study compared the personality, cognitive style, and descriptive preferences of 79 preservice undergraduate education students who chose independent study instead of traditional teacher-directed study. Self esteem, field articulation, locus of control, cognitive style preference, and need for achievement tests were administered and descriptive data were collected on grade point average (GPA) and educational major. A discriminant analysis of test scores indicated that those electing independent study had a high need for achievement and an internal locus of control, and preferred learning via active experimentation. There was no evidence that ability--as measured by GPA or intelligence variables--or descriptive factors--as measured by gender, major, or prior knowledge--played roles in influencing the independent study decision. (EW)