An awareness of learners' cultural values and learning style preferences is becoming increasingly important (Donald and Jackling, 2007; Holtbrugge and Mohr, 2010). Context and culture influence learners' preference (Foley and Mitsis, 2004). Context includes values that stem from the learners' experience of their wider culture (Kolb and Kolb, 2005). Research has described the cultural environments that are a key attribute of Asian classrooms (see, for example: Nguyen et.al, 2006; Wang and King, 2008). Interactions between teachers and students are rooted in culture (Hofstede, 1986). A key to successful learning is culturally relevant pegagogy (Morrison et al, 2008). Tus teachers who can adpat their classroom styles to satisfy learners' preferences are likely to be perveived by their learners as successful educators (Weinstein et al, 2004; Villegas and Lucas, 2007). In this paper we describe our empirical investigations and research findings into how foreign teachers have adapted to the learning environment which prevails in Thailand hand which shapes the expectations of Thai learners. Using data gathered from excellent teachers through face-to-face interviews and focus groups we describe strategies for successful teaching. In concluding we offer suggestions to educators on teaching styles that have proven effective in the class room in Thailand and beyond.