The inferior performance of external locus of control (LOC) subjects (Ss) on achievement tests has been attributed by many researchers to cognitive and perceptual deficiencies. Several studies have shown that advance organizers (AO) which provide optimal anchorage and mobilize existing relevant concepts, facilitate learning of verbal material. This study tested the hypothesis that learning of an unfamiliar passage by sixth-grade external LOC Ss can be improved by the help of AO. Thirty-three lower socioeconomic status (SES) black Ss and 34 Jewish upper-middle SES Ss were identified as either external or internal LOC. Half of each LOC group received an introductory passage with concrete examples and inclusive terms (the AO group) while the introductory passage of the other half (control group) did not have any AO. Both groups received the same unfamiliar study passage followed by a 10-item test on the study passage. An analysis of variance on the scores of the latter test indicated that while the main effect of AO was not significant, AO had a significant effect only on the retention ability of lower SES students with an external LOC. There is a need for further studies using a larger number of Ss representing various grade levels. (Author/SE)