The cognitive preferences of 250 seventh grade students in social studies classes were examined, using the Cognitive Preference Profile (CPP). Each item in the CPP contains a stem statement and restatements of the stem that reflect memory, application, and questioning options. Pre- and post-test scores for the CPP were used as covariates with the independent variables of text, teacher's cognitive preference, student achievement, and student sex. There was no evidence to support the claim that students would learn to prefer critical thinking when exposed to textbooks emphasizing inquiry (questioning option) versus noninquiry (memory/application options). Teachers with cognitive preferences for memory and application tended to produce similar cognitive preferences among their students. Teachers with inquiry preferences were not as successful in developing similar preferences; their students tended to prefer the application options on the CPP. Although all three achievement groups (high-medium-low) showed dramatic shifts toward application preferences, the high achievers preferred memory options more than the other two groups. Low achievers showed the highest preferences for questioning options. Contrary to expectations, no sex differences in cognitive preferences were evident. (RL)