Sixty-four high school students, stratified by field-dependent or independent cognitive style, were randomly assigned to homogeneous or heterogeneous groups of four to attain concepts in the sequence of complex to simple or simple to complex, with either minimal or strategy instructions. Subsequently, each student individually attained four concepts. Analysis of transfer data indicated that (1) field-independents attain concepts more efficiently than field-dependents, and that (2) strategy instructions and the complex to simple training sequence were facilitating for field-independents, but inhibiting for field-dependents. No significant main effects were found for grouping, training sequence, or instructions on the performance of subjects in groups during the training phase, using any of the three dependent variables: time required to solve each concept problem, number of alternatives selected prior to solution, and number of hypotheses to solution. Although no significant main effects were found, several interactions were significant. These findings were briefly compared to other studies. (Author/MV)