An overview of cognitve styles and research in the field of field dependence/field independence within the context of the special needs of Hispanic students is presented. Various studies by Witkin et al. on the dimension of field dependence/field independence required the subject to perceive an item independently of the field or context that surrounds it. Findings regarding developmental trends in field dependence/field independence, origins of this dimension, sex differences, and interpersonal behavior are considered. The three basic instruments for the measurement of field independence are described, and implications for learning and teaching are examined. It is suggested that since Hispanic American students tend to score in a more field dependent direction than Anglo American students, their cognitive style may have educational implications for the teacher attempting to deal with the particular needs of these students in the classroom. The relationship of the teacher's cognitive style to his/her mode of operating in the classroom is also investigated. Child rating forms for field independent/dependent observable behaviors, teaching strategies observation instruments, and references are included. (SW)