The problem investigated in this study was to determine if any relationship existed between the methods of instruction used in an astronomy institute for secondary school teachers for the instruction of a certain set of concepts and the instructional preferences of the teachers concerning those concepts. Inquiry and verification methods of instruction were used with criteria which contrasted the models being developed in order to facilitate research. For each of the six sessions, participants at the institute were randomly assigned to one of the two methods of instruction. At the end of the institute, the learning and teaching preferences of 20 secondary school teachers were measured by a series of instruments. Hypotheses involving the relationship between the methods of instruction the teachers were exposed to and their instructional preferences were tested with analysis of variance and covariance. Analysis of data showed no significant differences between the method of instruction used in an institute session and the instructional preferences of the teachers concerning that session. Additional analysis revealed that the teachers did appear to prefer to teach by inquiry rather than to learn with inquiry being used as an instructional tool. (Author/CP)