This investigation was structured to determine if the acquisition of higher order intellectual processes is tenable for teaching candidates when the independent variables are unit pacing and different remediation strategies for mastery learning. Teaching candidates enrolled in a generic teaching methods course constituted the sample. Nearly half of the participants were concurrently enrolled in student teaching which began six weeks into the semester as a full day-full time experience. The remaining subjects were enrolled in one of two conventionally scheduled courses that met for the entire semester for three one-hour sessions per week. The beginning and conclusion of this study was signaled by the administration of a higher order cognitive achievement test. Treatment variation with respect to remediation strategies for mastery learning occurred after the formative test was administered for each unit. The significant finding in this investigation suggests that compressing the curriculum experiences into a time period that decreases the number of days, but not the actual class hours devoted to curriculum components, reduces performance with respect to higher order cognitive skills. (JD)