This study investigated the influence of the feedback a teacher expects to receive after teaching on his preference for expository or discovery teaching styles. The subjects were 88 undergraduate educational psychology students at the University of Texas at Austin. Each completed a three-part questionnaire, the Teaching Style Inventory (TSI), indicating preference for teaching styles. Microteaching sessions were followed by four reactions: feedback on appropriateness, learning, or interest, or no feedback. After the lessons, the subjects' preferences were assessed again, using part one of the TSI. An analysis of covariance showed that the differences among the mean preferences for the four groups were significant, and that preference for teaching styles shifted most from discovery to expository in the group receiving appropriateness feedback. The study demonstrated that preference for a teaching style can be influenced by the type of feedback the teacher expects to receive, but expected feedback about appropriate use of style can cause a shift toward a more familiar set of behaviors, even though the style is perceived as less effective for student learning or interest. The expectation of this type of feedback in a teaching laboratory or student teaching situation can hinder attempts to encourage teachers to experiment with less familiar instructional patterns. [Not available in hardcopy due to marginal legibility of original document.] (MBM)