This study examined the effects of color on information processing strategies of internal and external locus of control learners. Specific objectives were to: (1) examine the instructional effectiveness of two types of visualized instruction in facilitating achievement for students with different learning styles; (2) determine whether an interaction exists between types of learning style and instructional treatment; and (3) determine whether specific instructional treatments were equally effective in facilitating achievement for students with different learning styles. Participants were 107 college students who were classified as external, neutral, or internal locus of control based on their scores on the Rotter Internal-External Locus of Control Scale. Students in the first treatment received an instructional booklet containing directions, prose, and visuals in black and white; students in the second treatment received identical prose instructions and visuals, but their visuals were color-coded. The instructional content related to the anatomy and functions of the human heart. Students were administered drawing, identification, terminology, and comprehension tests. Results indicated that students who received the color-coded treatment scored significantly higher on the identification, drawing, and overall assessments. An outline of the color coding scheme and a table of means and standard deviations for all comparisons are included. (DLS)