This study aimed to understand the backgrounds of EFL teachers in elementary schools and to determine their preferred learning/teaching styles. The study was also designed to find out if there was any significant difference in learning/teaching styles due to different individual backgrounds. The related literature was first reviewed to determine a framework for the study. The author administered two questionnaires (SAS and TAP) on EFL teachers in elementary schools. A total of 514 subjects were included. The principle findings of the study were: the quality of EFL teachers had to be promoted and the most preferred learning/teaching styles were closure-oriented and judging types, respectively. Furthermore, there was a significant relationship between preferred styles and individual backgrounds.