This study investigated whether there was a significant relationship between the predominant teaching approach to which an individual had been exposed during school life and: (1) level of communication apprehension (CA); and (2) preferred teaching approach if the individual became a teacher. A sample of 61 student teachers in the middle of their education program completed the Personal Report on Communication Apprehension (PRCA) at the beginning of the fall 1999 semester to identify their levels of CA. They also completed the Teaching Model on Expression and Exposure (TMEE). The TMEE1 identified preferred teaching approach. The TMEE2 identified the predominant teaching model to which participants were exposed in early school life. Researchers correlated PRCA scores with TMEE scores. Results indicate that high CA levels may be related to non-constructivist previous school experience. It may be appropriate to assume that people who have above average CA levels might have experienced more traditional teaching styles in the classroom setting. Since the PRCA and TMEE1 scores were low to non-significantly correlated, it is likely that regardless of respondents' high CA levels, they may have the potential to dismiss traditional models from their teaching style schemata and become constructivist practitioners. (Contains 20 references.) (SM)