This paper describes a collaborative action research effort designed to investigate: whether teachers would be able to predetermine their dominant learning and teaching styles; whether teachers' dominant learning and teaching styles would be similar; whether teachers of differing levels or subjects would be concentrated in any one dominant learning or teaching style; and whether teachers would recognize the importance of teaching to students' different learning styles. School district staff were invited to a two-evening inservice on teaching and learning styles. Participants completed questionnaires in which they described their own teaching and learning styles. They also completed course evaluations and post-course surveys assessing their understanding of information taught in the course. Most participants had no trouble picking out their teaching styles. Through the course, teachers discovered what their learning styles were and how they differed from what they thought they were. Some teachers who were very strong learners in one category differed in teaching style dominance. There was no significant trend toward any particular learning style based on grade level taught. Participants realized the importance of teaching and learning styles to the performance of their students. (SM)