Previous studies on teachers' thinking have usually related to teaching and learning, and concentrated on classroom-level outcomes. In this study, an organizational and administrative perspective was adopted in examining teachers' thinking style. Data collected were from a sample of 268 in-service teachers from 6 primary schools in Beijing, China. An instrument, the Thinking Styles Questionnaire for Teachers (TSQ-T), was developed to assess the teachers' thinking styles. The results of the study showed that (a) the TSQ-T is a reliable and valid inventory for assessing the thinking styles of primary school teachers in Beijing, with the subscales' Cronbach's alphas ranged from 0.60 to 0.84; (b) the dominant thinking styles among the teachers were cooperative, hierarchical, and analytical; and (c) there were significant differences in teachers' thinking styles in terms of gender, teaching experience, rank, discipline background, and executive position. Implications for work design, building school culture, teachers' professional training and development, and the development of professional learning community were discussed in the context of educational reform and the ever changing environment. [For complete volume, see ED567118.]