This study was designed to determine whether subjects who received one of three treatments of color cues in an instructional program differed significantly on three learning tasks. Subjects were randomly selected from the kindergarten populations of two Michigan public schools and were assigned to one of three treatment groups. Eight letter-like figures were presented to the 102 subjects in one of the three treatments: no color, maximum color, and maximum color added and then vanished. Subjects were pretested on the ability to match the figures to form and to match the figures from memory. Following the completion of a teaching sequence, subjects were posttested on the ability to match the figures to form, to match the figures from memory, and to associate a meaningless trigram with each figure. The results indicated that the vanished color treatment was significantly better than the no-color treatment. From the results it was concluded that the vanished color treatment enhanced the learning of visual discrimination, visual memory, and paired-associate tasks when compared to the no-color treatment and that this enhancing effect seemed to result from improved attention to the distinctive feature of a stimulus. (WR)