This study investigated the effect of cognitive style on continuing education of scientists and engineers and the interaction of cognitive style with motivation for and inhibition of continuing education. The Group Embedded Figures Test for field dependence/independence, Adult Nowicki-Strickland Internal-External Scale for locus of control, and a continuing education assessment scale (drawn from Boshier's Educational Participation Scale) to collect individual demographic/experiential data were administered to 350 employed engineers and scientists in 19 organizations. Results indicated that: (1) scientists/engineers are significantly more field independent than the general population, tending to confirm characteristics thought to be associated with the field independent personality (more analytical and less social); (2) field dependence/independence interacted with educational structure variables to affect outcomes, suggesting a need for more interaction among field dependent personalities, who like non-lecture classes, and a lack of tolerance for seminars among the highly field independent; (3) "advancement" and "knowledge" are more important than "satisfying requirements" or "diversion" as motivators, the major blocks to continuing education being time and course availability; (4) recitations and seminars are preferred (even by field independent subjects) over lectures; and (5) university courses are regarded as poorer than those sponsored by employers and professional associations. Implications based on these findings are discussed. (Author/JN)