The inherent complexity of preparing future teachers and the associated high stakes upon graduation continue to motivate educators to examine how best to engage teacher candidates as students so that they will be skilled and adaptable once they become teachers. To this end, a new conceptualization of engagement styles is presented and illustrated in four case studies. Information about engagement styles is important because it provides the individual with a context with which to self-monitor one's responses to distinct social-cognitive expectations. This article begins with a brief description of the literature pertaining to the development of engagement styles, which are identifiable as an assessed product of the LIBRE model problem-solving activity. Included is a discussion of the implications of the use of the LIBRE model for the preparation of future teachers, with explicit attention to the relationship to teacher identity development and how self-monitored engagement styles can assist novice teachers in the classroom. (Contains 1 table.)