Three classroom organizational schemes for presenting technical information in industrial arts were compared: (1) individual achievement in a small group setting with no teacher interaction, (2) group achievement in a small group setting with no teacher interaction, and (3) individual achievement in an entire class with no teacher interaction. The population for the study consisted of 48 ninth grade boys enrolled in three industrial arts classes at Jefferson Junior High School. In two of the treatments each class was randomly divided into four small groups while in the third the class remained intact. All students were exposed to all treatments. Some conclusions were that: (1) The cognitive understanding attained by students will be essentially the same when either of the three approaches are used, (2) Students who work in small groups can be expected to increase their level of enjoyment, consider learning easier and find it more challenging. Also, all three approaches are effective means of presenting related information. (Author/GEB)