This study examined the relationship between learning style, level of resistance to change, and teacher retention in schools implementing an intensive schoolwide technology and media integration model. Researchers found that teachers with ST (sensing-thinking) and SF (sensing-feeling) learning style preferences, as described by the Myers- Briggs Type Inventory, had higher levels of resistance to change. Teachers with the ST learning style were also three times more likely to leave their schools, compared to teachers with other learning style preferences. Implications for policy and practice are discussed. In particular, teachers with the ST learning style preference may require additional support to enable them to adapt to changes within the dynamic environment of a school undergoing an intensive technology reform effort.