The possible difference in the performance on a mid-term and final exam between students taking a quasi-individualized mastery method of instruction and students having traditional lecture-discussion instruction was studied. A second issue examined was the difference between the proportion of students expressing a preference for one method of instruction over the other. The sample population involved two intact introductory sociology classes at Black Hawk College. Results demonstrated that there was not significant difference between either set of mean scores, nor was there any significant difference between the proportions of students expressing a preference for one method over the other. Self-pacing and class interaction were the main reasons for selecting the individualized method and lecture-discussion method, respectively. It is recommended that: the sociology department should offer both delivery systems within the department; the quasi-individualized mastery method should be studied again with instructors present during testing sessions; and an additional study should compare the lecture-discussion methods with a completely individualized delivery system (Author/LBH)