As a key feature that separates people from other animals, thinking is one of the 21st century skills. Thinking skill means not a prosaic skill but different types of thinking. Individuals have not a thinking style. They possess thinking styles. Since thinking style expresses the ways people prefer to use while thinking, thinking styles are influential in the teachers' preferences of class management.

The aim of this study is to explore the connection between thinking styles of the primary school teachers and their classroom management styles.

The research was designed according to the relational screening model. Research sample constitutes 522 class teachers who have worked during the 2018-2019 school year in Kocaeli.

The data were collected with "Thinking Styles Inventory" (TSI) developed with the object of specifying the thinking styles of class teachers by Strenberg and Wagner (1992) and adapted to Turkish by Buluş (2006) and "Classroom Management Profiles Scale" designed to ascertain class management styles by Bosworth (1997) and translated into Turkish by Aktan and Sezer (2018).

The data analysis was conducted on SPSS 20.0 package program. As the points obtained by the scales show a normal distribution, parametric tests named unrelated samples t-test, one-way ANOVA and the Pearson correlation coefficient were used. According to the analysis in the research, it is determined that class teachers prefer authoritative management style the most, and laissez-faire management style the least. In terms of thinking styles, it is understood that the preference of hierarchical thinking style is the highest and conservative thinking style is the lowest.

The findings indicate that there is a very weak positive correlation between authoritarian, executive and conservative thinking styles, and a very weak relationship with judicial thinking style. A weak negative correlation exists between authoritative class management style and legislative, judicial, hierarchic, liberal thinking styles. A weak positive relationship was observed between democratic classroom management style and anarchical and global thinking styles. Finally, there is a very weak positive correlation between Laissez-faire classroom management style and the oligarchic, global, external thinking styles,  and a weak negative correlation with legislative thinking style.