A description is provided of a project that was conducted to design, implement, and evaluate traditional and guided-practice instructional modules for independent learning of word processing skills. After an overview of the project, the report outlines the following steps in module development: identifying an instructional goal, conducting an instructional analysis, identifying entry behaviors and characteristics, writing performance objectives, developing criterion-referenced test items, developing an instructional strategy and instructional materials, designing and conducting formative evaluations, and revising instructional modules. Next, the report explains the design and findings of a summative evaluation contrasting student learning in a class of 19 students who used the traditional module and a class of 25 students who used the guided-practice module. Next, a discussion of results indicates that while both modules were effective, the guided-practice group performed better than the traditional group. Extensive appendices provide performance objectives, test items, the instructional activities for each module, evaluation results, and the traditional and guided-practice modules. (LAL)