The purpose of this study was to investigate the effectiveness of a series of self-instructional modules (SIMs) for training secondary-level social studies teacher-trainees to develop and ask higher-level questions. Forty subjects enrolled for social studies methods courses were blocked on pre-test scores and randomly assigned to treatment groups. The experimental group treatment consisted of using only four SIMs for six weeks. Three control group instructors employed conventional classroom instructional techniques. The data indicate that the experimental group achieved significantly higher achievement test scores and student teaching performance ratings. Additionally, the experimental group expressed favorable attitudes toward the use of the SIMs. Based on this data, the use of SIMs appears to be superior to more conventional instructional methods for developing concepts and skills essential to instruction for higher cognitive processes. (Author)