Introduction: People differ from one another depending on the way they perceive the world. In fact, our personality affects the way we learn. A significant challenge facing educators today is aligning teaching methodology with personality types of students to increase student satisfaction throughout the learning process. Aims & Objectives: The current study aims at discovering the relationship, if any, between prospective teachers’ MBTI personality types (Introvert/Extrovert, Sensing/Intuitive, Thinking/ Feeling and Judging/Perceiving) and their academic achievement, taking into consideration, academic streams (Science and Humanities).Materials & Methods: The Myers-Briggs Type Indicator (MBTI), form M, was used to identify 500 prospective teachers’ personality types. The percentage of marks obtained in graduation i.e. B.A./B.Sc.-III was taken as the academic achievement. t tests were employed to explore potential significant differences in academic achievement in the course related to differences in personality types or cognitive styles as determined by the MBTI and the interaction between achievement and four bipolar domains of MBTI. Results: The prospective teachers from humanities and science streams did not differ on scores obtained E-I, S-N, T-F and J-P dimensions of MBTI. Intuitors (N) from humanities stream had higher academic achievement as compared to the sensors(S). Intuitors and Judgers from science stream outperformed sensors and perceivers (P). ESTJ type was found to be the dominant one in the prospective teachers’ population followed by ISTJ type.

Key words: Academic achievement; personality types; Myers-Briggs Type Indicator; MBTI; prospective teachers.