Student learning outcomes depend of many factors. Among these, teaching strate gies would be of importance, more specifically teaching styles. Scales had been propo sed to measure teaching styles. The Trigwell and Prosser Inventory of teaching approaches is one of these, and seems to become more and more popular. However, a French version of the Inventory is not available to support research and practical applications. Thus, a French translation of the Inventory had been realized in the Québec Province. An explanatory factor analysis shows that two factors explain the structure of the translated instrument, like it was discovered in the English version. The first factor is characterized by a strategy centered on the teacher, and directed toward information transmission to students. The second factor is associated to a strategy centered on the student, and aimed at inducing conceptual changes.