This study investigating the use of visual cueing strategies within a self-paced instructional unit employed and modified an instructional unit on the human heart developed by Francis M. Dwyer. This unit and its accompanying tests were designed to assess visual learning in terms of student achievement on drawing, identification, terminology, and comprehension tasks. Ninety-two students at Pennsylvania State University were randomly assigned to four treatment groups. They were told the purpose of the study, assigned instructional booklets on a self-paced, individualized basis, and tested on the four criterion tests immediately following the completion of the experimental treatment. Findings indicated that simple and elaborate visual cueing techniques were equally effective in facilitating student achievement on the criterion tasks, and selective reduction of visual step size was superior to the use of larger step size in terms of total learning and tasks involving drawing. No significant conclusions could be drawn regarding the combination of elaborate visual cueing and reduced step size or treatment groups in terms of instructional efficiency. (Author/CHC)