The study of science involves learning the processes of science as well as its content. The recent revival of interest in developing thinking skills has encouraged added emphasis on process skills instruction. A science teacher wanting to add instruction of process skills is faced with several problems: (1) texts and lab manuals are not likely to emphasize process skills; (2) time constraints; and (3) teaching style conflicts. The purpose of this study was to investigate the possibility of teaching process skills through a lecture-class discussion approach rather than a lab-activity centered approach. This approach was seen as valuable because it requires less time, fits the style of many teachers, requires fewer material resources and uses normally wasted class time. Two 10th-grade advanced first-year Biology classes at a Georgia high school were randomly selected for the study. The experiment, which involved two sections of advanced Biology from which one was to receive treatment and a second was a control group, was conducted over a 3-week period. The experimental data indicated that process skills can be successfully taught by the lecture-class discussion method. Students who were introduced to process skills by this method showed increased understanding of process skills with no loss of content achievement. This method of teaching was not seen as a replacement for process skills labs but as a way to introduce process skills instruction where it does not exist. (CW)