Conducted over a 6 week period at Moravian College, Bethlehem, Pa., the object of this study was to discover if a particular combination or variation of motivational sources and of evaluative logic would provide a significantly superior method for teaching the visual arts. Based on the belief that college art education offers numerous opportunities for utilizing original thinking, developing skills and cultivating aesthetic sensitivities, this study investigated the effect of various inner-directed and outer-directed motivation and evaluation strategies upon the visual art work of non-art students. Visual and non-visual stimuli were used to produce drawings in and out of class. Forty-four subjects were assigned to 4 groups, Teacher Motivation-Teacher Evaluation; Teacher Motivation-Student Evaluation; Student Motivation-Teacher Evaluation; Student Motivation-Student Evaluation. The major conclusions are that "(1) in terms of the environmental conditions and the criterion variables, significantly different scores are shown among the experimental groups, (2) in terms of the environmental conditions and the criterion variables, significantly different scores are shown among the experimental groups for specific periods of instruction, and (3) a significant difference is not found to exist between the four experimental treatments and the two levels of stimuli." (JS)