This study was conducted to determine if relationships exist between preservice teachers' preferences for instructional methods, course goals, and learning activities and university level, gender, and teaching level interest. A learning preference questionnaire was administered to 121 freshmen, 165 sophomores, 165 juniors, and 100 seniors all enrolled in teacher education courses. A number of clear preferences for instructor behaviors and course learning activities were discovered. For example, women prefer instructors who exhibit high levels of teaching skill; first year students prefer structured college classes; elementary school majors prefer expressive learning options; first year students do not prefer the use of outside speakers; men prefer structured grading practices with objective as opposed to essay tests, and mid-term and final examinations as the basis for course grades. Results suggest that college instructors' planning could reflect this information, presenting courses that take these preferences into account. Additional research should seek to determine which instructional preferences, when provided for in courses, increase satisfaction, motivation, and cognitive complexity. (Contains 11 references.) (LL)