The study examined the effectiveness of a program to improve the cognitive skills of 91 hearing impaired college students. Experimental students received systematic cognitive instruction focusing on specific generalizable skills during the experimental period, several times per week, in the contexts of their regular college classes. Instructors of the experimental group were given special training over a 2-year period in the methodology of the program, Instrumental Enrichment. Results indicated that cognitive instruction of this nature produced statistically significant improvement for experimental subjects in tests measuring logical reasoning, reading comprehension, math concepts, and math computation. A process analysis of interviews with individual experimental students and their instructors also indicated that students began to demand more verbal elaboration, to become more careful in checking for error in their work, and to ask for verification from each other on points made during classroom discussions. Recommendations are made for expanding systematic cognitive skill instruction in universities. Systematic training of college instructors was concluded to be a fundamental prerequisite for the implementation of such programs. (Author/DB)