Interaction between teachers and students carries immense significance inside classrooms as it contributes to students' learning. The present study aims to explore perceived teaching style (autonomous-supportive and/or controlling) and its correlation with students' engagement, curiosity and exploration in cross-sectional sample of school and university students (N= 402). Three questionnaires were used: Perceived Parental Autonomy Support Scale P-PASS (Mageau, et al., 2015); Student Engagement Instrument (Appleton, Christenson, Kim, & Reschly, 2006); and Curiosity and Exploration Inventory (Kashdan, et al., 2009). The results showed that students simultaneously perceived both teaching styles, that is, Autonomous-supportive and Controlling. However, a significant difference was observed between the score of school students where they found their teachers to be more supportive (t (402)=3.942) and controlling (t (402)=4.774) as compared to university students. Furthermore, there was moderate correlation between perceived autonomy support teaching style with students' engagement (r=0.463) as well as curiosity and exploration (r=0.318). The results offer an understanding of students' perceptions of teaching style contributing to students' curiosity and motivation to engage in classroom.