Freshman botany students, graduate students, and student library assistants participated in a study to determine the effectiveness of a self-paced workbook on learning library skills in searching science literature and to determine staff and funding requirements to run larger scale instructional programs. The botany students comprised four groups. The volunteer group used the entire workbook, whereas the randomly selected groups completed portions of the workbook assignments and received additional instruction at three levels: none, library tour only, or workbook available on request. Graduate students and student library assistants were required to complete the entire workbook. Participants were given a pretest and posttest consisting of selected questions from the workbook. The results of the study indicated that students completing the workbook had statistically greater score increases on a standard test than those student groups who did not have access to the workbook. Activities involved, the amount of time to prepare the workshop material, and the cost of printing the workbook and pretests are discussed. Also discussed are the workbook, materials, time tables for assignment completion, costs, and staff. Suggested program implementation is outlined. Five tables, two figures, and three references are provided. (RBF)