The purpose of this study was to investigate relationships between early family experiences of student teachers and observed teaching behaviors in preschool settings. A total of 109 students enrolled in teaching practicums at two locations completed a background information questionnaire. Subjects' teaching behaviors were noted by trained observers using the observer rating scales developed by McDaniel, Lohman, and Little (1973). Two teaching factors, teaching style and teaching technique, emerged from a factor analysis of nine teaching behaviors measured. Pearson product-moment correlations and a canonical variate analysis indicated that student teachers' academic majors were related to teaching technique and that some, but not all, of the early family experiences measured were related to teaching style. The saliency of the relationship of family experiences to teaching style was influenced by the age of the subject at the time those family experiences occurred. (Author/RH)