Cognitive style indicates how a learner thinks and responds to the environment. Cognitive styles of education majors appear to have an impact on performance in preservice education coursework. This study classifies as field dependent or field independent the cognitive styles of 537 education majors at Auburn University (Montgomery, Alabama) and investigates the relationship of the students' cognitive style to their academic performance across curricula. Findings indicate that the subjects were predominantly field-dependent, socially oriented learners. Findings also indicate a significant correlation between low grades and a field-dependent cognitive style. (IAH)