The purpose of this non-experimental descriptive study was to provide student teachers with the knowledge and tools to self-assess their personality and learning styles and to utilize this knowledge to differentiate instruction to match the students' learning preferences in their field classrooms. A personality self-assessment commenced with the completion of the True Colors™ questionnaire. The assessment yielded a personality color spectrum. Following this, the student teachers attended three True Colors™ training sessions. The student teachers incorporated their training into their field classrooms as a means of differentiating the instruction. The student teachers expressed that their students benefitted from the tailored instruction, which they had received. The personality self-assessment informed the student teachers of their learning and teaching preferences, and this knowledge fostered an openness in the student teachers to include teaching strategies beyond their learning preferences. The student teachers became more student-centered and supportive of their students' learning styles.