Abundant research has been conducted on the relationship between student learning styles and teacher teaching styles. However, the research on the relationship between teachers' learning styles and their choice of instructional strategies is scarce. To understand this relationship better, this study seeks to learn whether there is a statistically significant correlation between Mandarin Chinese teachers' learning styles and their teaching strategy preferences. Using a correlational design, this study administered two surveys to 70 Mandrin Chinese teachers in an intensive language training program. The relationship between teachers' learning styles and their preferred teaching strategies was examined through ANOVA and analysis of descriptive data. The results did not indicate a statistically significant correlation between teachers' learning styles and their strategy choices. Nevertheless, a study of the descriptive data revealed that the teachers tended to choose teaching strategies that matched their learning styles for certain aspects of Chinese language instruction such as grammar. The findings of the study may raise language teachers' awareness of their learning styles and provide them useful information regarding their choice of teaching strategies. Program managers and faculty trainers engaged in faculty development may also find the study's findings informative.