To determine the effects of instruction and practice in a self-instructional program that had previously proven to be effective, 52 undergraduates were randomly assigned to one of four treatment groups. One received the entire instructional program, the second received only instructional cues and examples, the third only the practice portion, and a fourth no portion of the program. Subjects receiving instruction achieved a significanlty higher mean score than subjects not receiving instruction. Practice did not improve performance. It was concluded that if practice combined with effective instruction did not improve learner performance, then practice time might better be spent on instruction in other skills. (SK)