A teaching procedure and a curriculum construction model known as the learning cycle is described in this paper and research findings are discussed. Questions investigated include: (1) would students achieve more content understanding if taught with the learning cycle or exposition?; (2) would more content retention be evident if measurements were of a multiple choice or of an essay format?; and (3) how would the learning cycle procedures affect the I.Q. measurements of the students? Research findings suggested that the concrete teaching procedure was superior to the formal teacher procedure employed with ninth grade students. Related research results are also reviewed which indicate that students taught by the learning cycle significantly outgained the comparison groups in intellectual development. Explanations are suggested for why the learning cycle functions successfully. References transparencies, and graphs of experimental results are also provided. (ML)