In an effort to identify the cognitive characteristics of teachers which predispose them to attempt to increase levels of information processing in their classrooms, a theoretical construct--cognitive complexity--was synthesized from the processes of conceptual level, creativity, and categorization. Measures of constructs listed above were administered to 25 preservice teachers. Information processing in the classroom was observed during student teaching using the Florida Taxonomy of Cognitive Behavior as the criterion variable. Stepwise regression was used to extract the significant predictor variables of conceptual level, hypothesis generation, and fluency and flexibility. (Authors/JD)