This study investigated differences between college faculty members' and students' perceptions of teaching styles and the extent to which faculty employed different teaching styles for traditional and nontraditional students. The study also examined (1) the relationship between instructors' teaching styles and such instructor demographic variables as age, gender, nationality, years of experience, work status, educational level, and type of course facilitated and (2) the relationship between such student variables as age, course taken, academic major, length of attendance, and part-time or full-time status, and perceptions of instructors' teaching style. Respondents were 84 instructors and 585 students (243 traditional and 324 nontraditional). Instructors' perceived teaching styles were measured using the Principles of Adult Learning Scale (PALS). Students' perceptions of their instructors' teaching styles were measured using the Adapted PALS. Data analysis indicated a significant difference between faculty members' and students' perceived teaching styles. There was also a significant difference between the teaching styles of instructors of traditional and nontraditional students. Faculty scored in the teacher-centered ranges of PALS (for both student and teacher ratings). Instructors' educational level and type of course taught related to teaching style. Students' perceptions of teaching style related to academic major and type of course. (SM)