This study determined whether or not there were certain aspects of cognitive/personality style which affected prospective teachers' choice of rule-example order in teaching mathematics. Seventy undergraduate elementary education majors were given the Paragraph Completion Test which measures conceptual level and the Group Embedded Figures Test which measures field-dependence-independence, along with a self-report instrument designed to measure choice of rule-example order. Results suggest that prospective teachers' choice of mathematics rule-example order is differentially affected by their conceptual level and field-dependence-independence. (A bibliography and tables are included.) (Author/RC)