Grigorenko and Sternberg (1997) administered 199 gifted senior high school students with TSQ (Thinking Style Questionnaire) and Triarchical Aptitude Test, and found Legislative and Judicial styles were found effective in predicting the performance of analytic tasks and that the correspondence between teachers' and students' thinking styles facilitates learning. The study intends to explore teachers' and students' thinking styles and their interaction. The main purposes of the study are to Explore teachers 'background factors, teachers' thinking styles, and their relationships with instructional activities. Explore instructional activities, students' thinking styles, learning satisfaction and their relationships with academic achievement. Explore the similarity between teachers and students thinking styles, and its relationships with learning satisfaction and academic achievement. Subjects of the study include 256 teachers of 33 primary schools in Taiwan. 425 grade fifth- and six-grade senior primary school students. Instruments on teachers include Thinking Style Questionnaire for Teachers, TSQT and Instructional Behaviours Self Inventory. Instruments on students include Thinking Style Questionnaire, and Learning Perception Satisfaction CheckList. Statistical methods used in this study include Pearson's Product Moment Correlation, one-way ANOVA, one-way MANOVA, and Canonical Correlation. In summary, the results of the study basically supported Sternberg's Mental Self-Government theory (1988,1990,1997), and further research deserves exploring in a future study.