Given the probable impact of teachers’ learning style on their classroom performance, two groups of teachers with different learning styles, convergent and divergent, were interviewed reaching the point of saturation when 22 of them were interviewed. Data analysis revealed 10 themes and 22 subthemes distinguishing convergent learners from the divergent ones. A comparison of the two set of data show that teachers who are convergent learners lean toward experience-based teaching method, teacher-based classroom management, and criterion-based evaluation, while the other group uses interactive teaching methods, flexible classroom management, and conceptual evaluation! The two groups also differ in terms of challenges they are confronted in the classroom. The convergent group are faced with students’ dissatisfaction and parental criticism, while the other group are challenged with noisy classrooms and students’ resistance to change. Teachers knowing these differences can take the appropriate steps to improve their classroom performance.