Based on theory and previous research done on the factors that affect student ratings of college instruction, it seems clear that different types of students prefer different types of instructors. The type is apparently a function of naturally occurring needs in the students' personalities and naturally occurring teacher behaviors which student perceive as meeting their needs, whether or not they are aware of such a matchup. Five hundred teacher education students over a four-year period were asked to rank four brief descriptions of teaching styles in the order that they would rate them if teachers following each style were among their teachers at that time. "Control" teachers were highly organized, stressed order, neatness, clarity, and logic, and encouraged deliberation of thought and moderation of emotion. "Intellectual striving" teachers challenged mental abilities and student motivation, provided problem-solving tasks requiring integration of learning, and evaluated students against a criterion of excellence. "Gregarious-dependent" teachers encouraged students to work together, stressed sensitivity among students, and provided reassurance and support. "Ascendancy" teachers encouraged arguments and debates among students and created situations for peer criticism. Sizable proportions of students rated the control, intellectual striving, and gregarious-dependent teaching styles highly. Suggestions are made for the strategic use of each finding. (Author/CJ)