The problem for this study was to determine if a predisposition for some teaching style, on the part of school principals, acts as a source of bias in the teacher evaluation process. It was hypothesized, therefore, that teachers who share a common preference for a teaching style with their respective principal would garner higher evaluative ratings than teachers whose styles were not similar to the principal;Data capture was conducted utilizing a random sample of elementary and secondary principals in the state of Iowa during the fall of 1980. Further, principals were requested to select superior and satisfactory teachers within their building to be used for comparative purposes. All principals and teachers completed a teaching style Q-sort instrument designed to identify preferences for the four basic teaching styles of personal, social interaction, information processing, and behavior modification;Data analysis, employing the analysis of variance technique, was conducted on matched groups of principals and superior and satisfactory teachers to determine if congruence patterns existed between principals and teachers and to identify preferences on the part of educators for a particular teaching style;Findings of the analysis revealed no significant difference between the principals and the teacher groups. That is, superior teachers were no more like the principals, in preference for teaching style, than the satisfactory teachers. Therefore, it was concluded that preference for a particular teaching style does not act as a source of bias in the evaluation process;Considering the basic preferences for teaching style, the analysis indicated that, when educators were grouped according to the demographic variables of experience, degree attained, university preparation, and coaching background, the individual groups did not tend to cluster around any specific preferred style. Interestingly, while a most preferred style did not emerge, there was strong consensus that the teaching style dealing with the psychological and emotional needs of students was the least preferred;In total, and contrary to popular opinion, differing groups of educators tended to be more alike than different with regard to preferences for teaching style.