A learning style model, which identifies specific learning patterns of prospective teachers and teaching behaviors which relate to those identified learning patterns was tested on 20 female elementary education majors. The subjects were administered the Myers-Briggs Type Indicator, which determined the dominant personality type (Sensing/Thinking, Intuition/Thinking, Intuition/Feeling, Sensing/Feeling) indicated in the model. To determine the cognitive style dimension (field dependent/independent), the portable Rod and Frame Test, the Group Embedded Figures Test, and the Concealed Figures Test were administered. An individual electroencephalogram recorded subjects as they performed sequential-analytical and simultaneous-holistic (spatial) cognitive tasks associated with the left and right cerebral hemispheres. The subjects also kept self-analysis journals and discussed their learning patterns in the context of college courses and everyday living. Study results provide a basic framework upon which to build a theory describing the relationship between learning preference style and teaching preference style. A graphic depiction of the model is included. (JD)