Instructional styles play a critical role in shaping student outcomes. They determine the extent to which students participate in class. They also shape the resource allocation efforts assumed by instructors. While there are multiple studies which examine the implementation of different instructional styles, more research is needed to establish the variabilities in different instructional styles across different regions. Accordingly, this study examines the impact of instructional styles on early education, with a specific focus on China and the United States. In its comparative approach, it highlights the contrast between student-centered, constructivist teaching in the United States and the teacher-centered, Behaviorist approach in China. The comparison is intended to shed more light on the culture influences shaping teaching across different geographical settings. It provides a model of comparison for similar analyses in the future. The paper also discusses how societal and parental expectations shape instructional preferences and explores the effects of these styles on academic achievement, creativity, and critical thinking.