Even though simple line drawing by itself, has been found to be effective in improving learning visualization, it is not always sufficient for optimizing student achievement. Under these types of conditions it becomes necessary to incorporate other instructional strategies to complement the visualized instruction. Visuals allow for mental rehearsal, however, they do not allow learners to physically produce a response about the content material, and to get information about the accuracy of their responses. In this study it was hypothesized that the use of visualized instruction complemented with questions and feedback would significantly improve the effectiveness of the learning of different types of educational objectives. Specifically, the purpose of this study was to investigate the instructional effectiveness of different types of questioning and feedback strategies (Treatment # 1: text-based instruction with line drawing visuals; Treatment # 2: text-based instruction with line drawing visuals, and questions with no feedback; Treatment # 3: text-based instruction with line drawing visuals, and questions with correct answer feedback; and Treatment # 4: text-based instruction with line drawing visuals, and questions with elaborate feedback used to complement visualized). Effectiveness was measured by four individual criterion measures designed to assess student achievement of different types of educational objectives.