This study examined potential differences between modern and postmodern teaching styles and students' perceived levels of motivation and engagement, using Christian high school Bible teachers and their students. Twenty-four teachers were categorized as either modern or postmodern in style using a Teaching Style Inventory (TSI). These same teachers administered the Motivation and Engagement Scale-High School Version (MES-HS) (Martin, 2008) to their students ( N = 1,063). Nineteen teachers (79.2%) were labeled postmodern in style, while five teachers (20.8%) were modern in style. The means of students' scores on the MES-HS were examined using a t-test for equality of means. The t-tests revealed no significant difference between students' perceived levels of motivation and engagement and teaching styles. When factors of motivation were measured independently, the valuing factor student mean was significantly higher for students instructed by the postmodern style teachers. "Valuing" refers to the degree of importance a student places on the instructional material. When teachers were matched by age, gender, and type of training, the learning focus factor mean was significantly higher for students instructed by the modern style teachers. "Learning focus" refers to student emphasis on individual effort as a determinant for success. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]