The purpose of this study is to compare the difference in teaching style depending on brain preference of elementary and middle school teachers. Twenty-eight teachers at A University Graduate School have participated in this study where L. Crane’s ‘Alert Scale of Cognitive Style’ was used and the assignment of writing out music lesson plans were given to teachers. There were two noticeable results from this study. First, it seems that compared to elementary school teachers who showed various brain preference aspects from the strong left brain to the strong right brain, middle school teachers’ results were focused on a symmetric aspect of the middle brain (de facto both sides of the brain). Second, it was found that elementary and middle school teachers’ teaching style mirrored in the learning objectives, the main contents and activities, and the strategies for singing class reflected brain preference. Analyzing elementary and middle school teacher groups respectively, similarities among music lesson plans depending on brain preference were discovered while middle school teachers put more emphasis on the ability to express when analyzing the difference between the elementary teacher group and the middle teacher group. The results of this study provide significant implications such as teachers’ cognitive style as an individual reflecting brain preference and that this could have a great influence on the interaction between music teaching style and learners.