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This study was conducted to identify teaching styles that facilitate student progress on specific learning objectives. Initially, 15 step-wise multiple regression analyses were undertaken using the 44,448 classes in the IDEA database (IDEA center) for classes processed between August 1998 and August 2001, consisting of 1 analysis for each of the 12 learning objectives and 3 global outcomes defined by the IDEA Center. The analyses were repeated for each of 4 class sizes: 10-14 students, 15-34 students, 35-49 students, and 50 or more students. Findings show that progress on a few objectives was maximized by the same style, but there was no one style that was effective for all objectives. The relevance of the five teaching approaches previously identified by the IDEA Center depended on the objective being pursued. Six teaching styles were identified, each of which offered a model for enhancing different kinds of student growth. These styles were associated with: (1) pursuing cognitive objectives; (2) pursuing objectives stressing in-depth analysis and thought; (3) establishing student rapport and fostering student cooperation; (4) pursuing self-expression; (5) developing team skills; and (6) promoting progress in finding and using resources for problem solving. All six styles emphasized stimulating student interest. Overall, results suggest that those enrolled in "creatively oriented" classes generally identify with and endorse the class objectives. (SLD)