The effectiveness of self-instructional modules in increasing the social studies knowledge of students enrolled in a teacher education program is reported. Students enrolled in social studies methods courses were divided into an experimental group (n=45) which used the modules and a control group (n=55) which read a textbook chapter dealing with the social sciences. The six self-instructional modules were constructed by consulting introductory college textbooks in history, geography, sociology, economics, political science, and anthropology, as well as social studies methods texts. Each experimental student read some material, answered a question, and checked it with a key. All students took researcher prepared pre- and posttests and the standardized Tests of Academic Progress. Students who used self-instructional modules achieved more than students who learned about social sciences from a textbook. The implication is that methods course instructors can augment regular instruction with self-instruction. (KC)