A course on military tactics was programed to provide four types of student response conditions: reading the item and writing the answer (overt, constructed), reading the item and thinking the answer (covert, constructed), reading the item with the answer included and then writing the answer (overt, prompted), and reading the item with the answer and thinking the answer (covert, prompted). Four experimental groups were allowed to read through the programs at their own pace. One control group received no training in the area covered, and one control group received the conventionally taught class. When compared with one another, there were no significant differences between the mean criterion scores of the various experimental groups, though the programs requiring either overt or constructed responses required significantly more time to complete. Although the experimental groups and the control group receiving conventional instruction were different to a statistically significant degree, the experimental group did score higher than the control group. It was concluded that programed instruction of the type reported is as effective as conventional instruction in this setting and represents a saving in both student time and instructor resources. Supplements include material used to conduct the study and statistical data tables. (JY)