Effective library instruction must be course- and assignment-related, planned cooperatively by the librarian and course instructor, and based upon personal contact between the librarian and students, as illustrated by the instructional program at the University of Evansville library. Before beginning instruction, the librarian must determine the deficiencies of the professor and the students, as well as the necessity and validity of the assignment. A class presentation should be based on information provided by the professor in the form of syllabi, assignment sheets, questions, and suggestions. An annotated bibliography of important sources, specifically detailed handouts, transparencies, optional library tours, and individual instruction are key elements in the instruction program. In addition to expected outcomes, library instruction yields unanticipated benefits and problems. Although the future of this service is uncertain and is dependent on several factors, it will be a powerful tool in higher education for both students and the academic community. (CWM)