Understanding teaching and learning styles is essential to exploring effective teaching and learning. Such understanding is particularly relevant in a discipline like Mechanical Engineering, given that it is historically known for being technocratic. To this end, disciplines such as Mechanical Engineering appear to be traditionally rigid in the delivery of content as a result of the technical nature of the subject content. Not only does the nature of the subject content influence such delivery, but teaching staff also have particular pedagogical approaches, shaped by several factors, including, but not limited to, their own experiences of being taught, their beliefs about teaching, how best to teach and their views on how students learn best. Depending on the individual experiences and beliefs, lecturing staff may have different teaching styles. Students, on the other hand, have different approaches to learning. Understanding and accommodating the learning styles of students could potentially result in a positive teaching and learning environment. However, mismatches may occur when the learning styles of students are different to the teaching styles of staff. This may become a barrier to learning and result in a negative learning and teaching experience. This paper focuses on teaching styles through data generated from individual, semi-structured interviews with Mechanical Engineering teaching staff who are responsible for undergraduate students. It explores their teaching styles and the types of learning styles that they think are relevant to the demanding discipline of Mechanical Engineering. Furthermore, this paper draws on a previous study that looked at the learning styles of first-year Engineering students and uses the results to contextualise engagement on the issue of teaching styles in Mechanical Engineering.