Ten elementary school teachers were observed twelve times throughout a single school year in order to investigate the ways in which teachers make decisions and eventually develop their distinctive individual teaching styles. In nearly all cases, the teachers used a materials-based recitation pattern of teaching characterized by high task-orientation, directive procedures, and a focus on factual information. There were stylistic variations in management of the recitation, such as the use of corrective feedback, increased attention to concepts, and negotiation within the goals originally established by the teacher, but for the most part the recitation approach was stable across teachers and time. Approaches to high and low ability groups were similiar. However, styles for handling procedures were more varied in subject areas other than reading. Also, ratios of attention to feedback, structuring, and information-processing flucuated considerably across time, while still remaining within the parameters of the overall recitation pattern. (Authors/LH)