This research was based on the assumption that the teaching of broadly generalizable cognitive skills should be a primary goal of education--that students can be taught to be better insight problem solvers outside of school by training in school and that they can be given the skills necessary for efficient discovery learning. The subjects were 116 students of introductory educational psychology at the University of Texas, Austin. The students were divided into small groups and exposed to an insight problem solving training procedure for approximately one hour. Following this training, each individual worked on a test booklet containing 11 insight problems for 50 minutes. Four of the groups received experimental training: dual training, visualization training, practice, or control. Comparision of adjusted scores for all groups indicated that dual training yielded the highest scores. These results lend support to the Gestalt view of insight problems, to the possibility that students can be trained to perform better on such problems, and to the suggestion that it may be necessary to combine practice and instruction to teach generalized skills. (MM)