This study compared a measure of theoretical orientation and a measure of style orientation administered to 107 classroom teachers in graduate and undergraduate language arts methods courses, examined their responses to holistic curriculum structures, and examined the types of support that students/teachers needed to modify traditional beliefs. Specifically, the study examined correlations of pre/post instruction scores on the Theoretical Orientation to Reading Profile (TORP) with scores on the Gregorc Style Delineator. The TORP measures a teacher's beliefs about reading practices along a continuum from a highly structured phonic orientation to a more open-ended holistic orientation. The Gregorc Style Delineator measures the amount of structure and sense of concreteness (from concrete sequential to abstract random) inherent within individuals. Characteristics of teachers in each quadrant of the Gregorc Style Delineator (concrete sequential, abstract sequential, concrete random, and abstract random) are presented in terms of TORP results. Implications of results include: faculty need to offer discussions of personal orientation and style more frequently to support and confirm obvious differences in performance and need to offer more individualized assistance to students as they prepare course assignments. An appendix lists and describes strategies used with preservice and inservice teachers, including curriculum mapping, ideal teacher/ideal learner, style pre-assessment, and in-process journals. (JDD)