Studio teaching takes place in a tradition-rich, complex setting where teachers fill myriad roles with diverse students. In this paper, which was drawn from a larger research program, illustrative findings about three aspects of architecture studio teaching are analyzed from the perspective of the existing literature on teaching and teachers' viewpoints. The three topics examined are: (1) an aspect of students' thinking; (2) teachers' conceptions of their roles; and (3) a typical instructional decision. A studio curriculum that considers the developmental nature of students' thinking needs to be designed. Students' thoughts about alternatives to design problems need to be fostered throughout the program. Teachers' roles are defined by their expectations for students' work and their knowledge of the topic. Teachers are involved in complex thinking and in making decisions as they teach. Skilled teachers are able to effectively draw upon and orchestrate large bodies of knowledge using skills uniquely suitable for the problem at hand. Decisions about instructional methods must rest on teachers' assumptions about the purpose of studio learning and the nature of student thinking processes. The studio teachers' challenges and dilemmas are complex and rich and deserve illumination through research. (SM)