A comparison of oral interviewing and written proctoring procedures is described. Students were required to present units orally or in writing from unit study guides. Final exam scores were positively correlated with the number of oral interviews one student interviewer gave to another student, and negatively correlated with the number of proctored materials a student proctored. Self-paced performances differed for individuals. Implications drawn were that presenting oral interviews may be more effective for learning than presenting written material and that a student's learning may be further facilitated by his administering of oral interviews. (Author)