The assumption that individual selection of a profession would greatly affect the manifestation of formal operations has provided the appropriate rationale for the present study. Based on it, it was hypothesized that the degree of professional training of the person would influence his recognition of formal operations functioning, and it was further speculated that there would be relationship between individual cognitive ability and his recognition of formal operations functioning. The subjects for the present study were 193 school teachers who are teaching at secondary school. They were asked to rate two teaching strategies in terms of formal operations functioning after watching two videotapes. The data obtained were analyzed by a two-way multivariate analysis of variance with three professional levels and two cognitive abilities. The results indicated that there was no relationship between professional levels of teachers and their recognitions of formal operations functioning in teaching behaviors, and that there was no relationship between teachers’ cognitive abilities and their recognitions of formal operations functioning. On the basis of these results, two suggestions for farther study were generated by thin study. First, farther research should be conducted by selecting subjects from extremely different vocational context in order to more clearly understand the relationship between the recognition of formal level functioning and professional specializations. Second, further research is also necessary to provide a understanding of the relationship between the recognition of teaching strategies and performance of teaching strategies.