A study of the relationship between teacher knowledge and teaching style was made in an eastern metropolitan area, with 53 first-year intern teachers in secondary schools whose answers in the Common Examination of the National Teacher Examination were available for analysis. Each teacher was visited in the classroom on four occasions by two observers, one trained in the Flanders system of Interaction Analysis and the other in the OScAR 4V system. The resulting observations and the 345 multiple-choice examination items were analyzed and evaluated, and the results are set out in four tables. Although the findings are tentative, they indicate a correlation between lecturing behavior and performance in the NTE examination, with science-oriented teachers lecturing more and listening less, while those with high scores in literature and the history and philosophy of education and teaching practices favor a dialog approach. The study suggests a close connection between the teacher's knowledge of teaching principles and practices and teaching style and, if based on larger numbers, could probably have provided additional data on the dynamics and etiology of teaching styles. (MBM)