The purpose of this study is to determine if personality traits can predict the coaching intervention style preferences of teachers in the United States of America. The rationale for this study is to gain a better understanding of whether there are personality traits that are better suited to particular coaching techniques/methods. To address this lack of understanding, this study researches the ability of personality traits to predict the effectiveness of coaching interventions for teachers (when considering their preferred learning style). Participants were asked to complete the Five Factor Model Rating Form (FFMR), read two coaching intervention scenarios, and choose which scenario they preferred. The current study uses a non-experimental quantitative correlational approach to answer the research questions. A binary logistic regression was run to determine if there were any statistically significant relationships between the variables. The findings of the current study indicate that there is a statistically significant ability of personality traits to predict the coaching intervention preferences of teachers (p=0.006 for the CBC intervention and p=0.009 for the GSC intervention). Overall, the model was able to correctly predict/identify intervention choices for 70% of cases. The results also identified the individual trait of openness as having a statistically significant predictive relationship in each intervention (p=0.007). The findings also indicate that those scoring lower on the neuroticism trait type were almost 7 times more likely to select the CBC intervention and those scoring higher on the conscientiousness trait type were about 10 times more likely to choose the GSC intervention. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]