This report describes two exploratory investigations of relation between personality of trainees and their initial pattern or style of teaching. The major limitation of earlier studies investigating personality is that they have been conducted in a vacuum (Getzels and Jackson, 1963, p. 575). A second limitation of research in this area is reliance upon a single criterion of effectiveness, i.e., the ideal teacher (Getzels and Jackson, 1963, p. 575; Withall and Lewis, 1963, p. 709). We have attempted to overcome first difficulty by utilizing a theoretical network-Conceptual Systems Theory (Harvey, Hunt, and Schroder, 1961; Hunt, 1964)-to coordinate concepts dealing with personality and behavior. We have attempted to overcome single-criterion limitation through use of a theory-relevant, objective coding system (Joyce and Harootunian, 1967) which permits classifying behavior in terms of non-evaluative patterns. If one views certain teaching patterns; e.g., a highly structured lesson plan, as differentially effective depending upon characteristics of learner and desired educational objective (Hunt, 1964), then one skill important for effective is capacity to utilize a variety of teaching patterns under appropriate circumstances. Based on a training model which analyzes skill components for training agents in general (including teachers, therapists, case workers, as well as parents) we have phrased this skill as the capacity to radiate a wide variety of environments (Hunt, 1966). Stated in more educationally relevant