A followup study was made of a previous investigation of the learning and teaching style of preservice elementary school teachers. In the original study, 20 female education majors were given the Myers-Briggs Type Indicator (MBTI) test to determine individual dominant personality types. The portable Rod and Frame Test, the Group Embedded Figures Test, and the Concealed Figures Test were used to assess cognitive style (field dependence/independence). An electroencephalogram recorded left and right cerebral hemisphere activity during cognitive tasks. Teaching style of the subjects was documented in diaries, observations, and interviews. Two student teachers, with dichotomous learning and teaching style profiles, were the subjects of the followup study. Observations were made of teaching style, and additional data were collected through tape recordings in which the teachers discussed concerns, strengths, and attitudes about teacher performance. Profiles of the student teachers' learning and teaching styles are presented. Cumulative results from this study provided initial evidence that there is a relationship between learning style and teaching style, which is consistent in the learning and teaching patterns of behavior throughout student teaching. Implications for teacher educators are discussed. (JD)