This paper (1) examines correlations of pre- and post-course scores on the Theoretical Orientation to Reading Profile with scores on the Gregorc Style Delineator; (2) augments these correlations with qualitative data from journals and interviews; and (3) proposes that, given this data, the supervisory support structures needed for pre- and inservice teachers who are concrete sequential organizers differs substantially from the support needed by teachers who are random organizers. Subjects (N=107) were enrolled in undergraduate and graduate methods courses at a midwestern university. To more effectively meld theory and practice, these courses had been restructured to emphasize socio-emergent learning theory and collaborative teaming. This study documents and analyzes the ensuing changes in student awareness of themselves as curriculum developers rather than merely curriculum consumers which resulted from this restructuring. (IAH)