The relationship between student achievement and student evaluation of instructors based on the match/mismatch of cognitive styles was examined. Students (N=161) and teachers (N=10) were administered the Group Embedded Figures Test during the semester. At the end of the course, teacher evaluations and students' scores were obtained and analyzed through a multivariate analysis of variance. Results indicate that the field independent students with field independent teachers received the highest grades, while field dependent students with field dependent teachers received the lowest grades. Field dependent teachers received their highest evaluations from field dependent students, while field independent teachers received their lowest ratings from them. Generally, field dependent teachers were evaluated higher by all students and field independent teachers were evaluated least favorably. (Author/JD)