Teaching style reflects how teachers utilize their professional knowledge, organize learning activities, and interact with students throughout the instructional process. This paper aims to systematize the theoretical foundations of teaching styles and apply Grasha’s teaching style model to propose teaching-style clusters tailored to the context of primary education. The study employs a theoretical research approach, incorporating literature review, content analysis, comparison, and synthesis of relevant studies on teaching styles. Based on Grasha’s five teaching styles including Expert, Formal Authority, Personal Model, Facilitator, and Delegator, the paper analyzes four broader teaching-style clusters: Instruction and Control; Instruction and Modeling; Guidance and Exploration; and Facilitation and Responsibility Transfer. The findings indicate that teachers rarely employ a single teaching style in isolation; instead, they tend to combine and adapt multiple styles in accordance with lesson objectives, content characteristics, students’ competencies, and specific classroom contexts. Utilizing Grasha’s model provides a comprehensive framework for describing the transition of teachers’ roles from transmitting knowledge, maintaining control, and modeling practices to guiding, supporting, and empowering students in the learning process. The proposed theoretical framework may serve as a foundation for teacher reflection, professional development programs, and future empirical studies regarding teaching styles among primary school teachers.