This study investigated the effects of personality and cognitive style preferences on preferred teaching styles. Preservice teachers completed the Myers-Briggs Type Indicator, the Educational Cognitive Style Inventory, and the Learning Styles Inventory. Personality types, especially thinking/feeling, significantly predicted the importance of instructor/student affiliation and content preferred by the teachers. Strong predictive relationships between cognitive styles and teaching styles also were found, indicating that determinants of preferred teaching styles include individual instructor's learning styles. Twenty-three references are listed. (Author/LLS)