A study was conducted to determine whether personality variables are correlated with specific teaching behaviors as measured before and after a minicourse ("Effective Questioning in a Classroom Discussion," a self-contained package of instructional materials in which teaching skills, which the teacher practices by microteaching, are defined in terms of specific behaviors). The Edwards Personal Preference Schedule and the Rokeach Dogmatism Scale were administered to 16 male and 32 female elementary school teachers before they took the minicourse. Teaching behavior was measured while each teacher taught a 20-minute videotaped lesson in his regular classroom before and after the minicourse. Videotapes were scored by trained raters on six behaviors. Seventeen personality variables were correlated with the six teaching behaviors before and after the minicourse. For females the number of statistically significant correlations was not more than would be expected by chance alone, but for males there were 23 before the minicourse and nine after. Implications are that personality has relatively little effect on the teaching behavior of females but that it has a relatively strong effect on that of males and that training programs such as the minicourse may reduce individual differences in style, thereby partially cancelling out the effect of personality dispositions. (JS)