Â Little or no record of the personality characteristics of the architectural design studio teachers and students has been made in schools, in the world over. This study employed a survey research designs in the architectural design studios of four (4) selected universities in South-West Nigeria. Five hundred (500) architectural students population study, out of which a sample of 498 was drawn while seventy five (75) represent teachers population study, out of which a sample of 49 was drawn, (N=49). Structured questionnaire patterned after Myers-Briggs (MBTI Indicator, 1997-2009) was used. This paper examined the influence of intuitive-sensing personality characteristics of design studio teachersâ€™ and students in the determination of architectural forms and structures. The key findings yielded seven (7) dimensions pedagogic perceptive indices to Life in Architectural Design Studio (iN-intuitive, S-sensing); iN-S1, iN-S2, iN-S3, iN-S4, iN-S5, iN-S6, and iN-S7 across the spectrum. The most significant index in the pedagogic spectrum was iN-S5 across the selected schools (iN= 15.8s, 4.0t; S= 63.4s, 85.7t) with higher sensing but skewed intuition indices for students and teachers respectively. It recommended a controlled engagement of intuition and sensing personality characteristics in fostering design products. This was to enable proficiency and competency rating of teachers, students and professionals in practice.