The effectiveness of an experientially designed library instruction presentation was compared to a lecture format by assessing the library skills and attitudes toward libraries and librarians of 50 freshman and sophomore students enrolled in educational psychology and human development courses before and after instruction. One group of undergraduates received an experiential/workbook lesson, another received a lecture, and a control group received no instruction. Instruments developed for this study were a library skills test and an attitude survey composed of five factors: correct use of the library, interest in scholarly work, receptiveness to library instruction/future usefulness, attitudes toward librarians, and comfortable use of the library. Results indicated that the experiential format was more effective in producing an increase in library skills scores at the second measurement (after instruction) than the lecture method. But both of the groups receiving instruction produced higher library skills test scores at the third measurement (end of term) than the no-instruction control group. A significant relationship was also found between initial attitudes toward librarians and later library skills as well as between initial skills and later attitudes toward librarians. (Author/DMC)