Description: In one of their research about teacher's cognitive style, Sternberg and Grigorenko (1995, apud Zhang, 1999, p.168) found out semnificatives relationships between teacher's cognitive style and the academic level they teach, their experience and the discipline they teach. It seems that the teachers of the low level hierarchies prefer an innovative approach of the problems they confront to (they adopt a legislative cognitive style) and respect in a little extent the rules (they are a little executives) (Harish, 1995,p.428). Otherwise, they have the tendency to adopt the style of the organizational culture where they work.Concerning the link between the discipline they teach and their cognitive style, those who teach natural sciences are more pragmatics and prefer concrete problems, while those who teach humanities sciences prefer abstract and complex subjects. Also, the teacher will use in his/her teaching practice methods which activate to his/her students one certain kind of cognitive and learning style.The purpose of this study is to emphasize the impact of the compatibility between the cognitive style of the teacher and his/her students and their learning performances.The objectives of this pilot study are "to identify the relationship established between teacher's cognitive style, learning style and teaching style and the learning performances oh his/her students.The sample upon which this research has been developed had 120 subjects (60 males and 60 females), random selected from the field of the humanities and natural sciences at the high school level and have at least 5 years experience. Methodology: Used tests portfolio consisted of three questionnaires, by its applications we focused on:· the evaluation of cognitive style using "cognitive style inventory", the short version of Sternberg and Wagner proposed test;· the evaluation of the learning style using Honey-Mamford's questionnaire (based on Kolb's model); · the evaluation of the teaching style depending on the cognitive style activated to the students (reproductive thinking, logical-analytical thinking, sintetic-creativ thinking, pragmatic thinking), a questionnaire created by us based on the teory of Sternberg. Conclusions: All the obtained information will be submitted to a quantitative and qualitative interpretation and we are expected to discover a link between these variables (cognitive, learning and teaching style) and to understand how we can use this knowledge in our practice.Pragmatic value - knowing the way the individual processes information (cognitive style) and his preferences for certain learning situations (learning style) proves to be useful in projecting the educational environment based on participant's needs and his characteristics. Also, the teacher could create a background, materials supports and use methods that are able to cover learning styles variety.