This study aimed to determine the relationship between teaching styles and classroom observation practices among elementary school teachers in Paquibato District, Division of Davao City. Specifically, it sought to assess the extent of teaching styles in terms of visual, kinesthetic or tactile, and auditory domains, and to evaluate the extent of classroom observation practices across curriculum planning and delivery, accommodations for individual differences, problem solving, critical thinking strategies, creative thinking strategies, and research strategies. It also examined whether a significant relationship exists between the variables and identified which domains of teaching styles significantly influence classroom observation practices. A quantitative descriptive correlational design was employed using adopted and validated survey instruments administered to 116 elementary teachers. Data were analyzed using weighted mean to determine the extent of the variables, Pearson product moment correlation to test the relationship, and multiple regression analysis to determine the influence of teaching styles on classroom observation practices at a 0.05 level of significance. Findings revealed that both teaching styles and classroom observation practices were at an extensive level, indicating that these practices were oftentimes evident. A significant relationship between teaching styles and classroom observation practices was established. Furthermore, all domains of teaching styles significantly influenced classroom observation practices, with visual emerging as the strongest predictor. It is recommended that schools strengthen professional development initiatives and encourage the integration of varied teaching styles to enhance classroom observation practices.