This study was an attempt to determine science teachers' teaching styles and to examine the relationships between these styles and teachers' demographic characteristics. To achieve these purposes, Teaching Style Inventory and Background Questionnaire were administered to science teachers in Tallahassee, Florida. Data analysis indicates that teaching styles are placed between teacher-student cooperation style and student-centered style. The results show some patterns between teachers' teaching styles and their educational majors, professional development, and years of experience. The evidence from the data indicates that teachers with higher degree in the field of education hold more student-centered teaching styles. Moreover, the data from this study suggest that participation of professional activities (e.g., workshops, training) favors more student-centered approach. Results related to teachers' experiences in education reveal a different pattern comparing to other effects in the model. Teachers with experience from 1 through 9 years are more likely to utilize a student-directed approach comparing to more experienced teachers. Teachers who recently graduated from college could be more aware of new innovative teaching and learning techniques than teachers who have more than 9 years of experience. (Contains 4 tables and 2 figures.)