This study examined the relationship between the changes introduced in a course syllabus for a course titled "Instructional Strategies" and the final grades obtained by freshman and sophomore students in three successive academic periods. A sample of 150 subjects was randomly selected from students enrolled in the course at the Pedagogical University of Caracas, Venezuela. The course syllabus experienced three changes in terms of specific objectives, contents, learning activities, instructional resources, and evaluation criteria. The findings of the study suggest that the changes introduced to the course syllabus did affect the final grade performance of students. It is concluded that more explicit course syllabi, in terms of number of objectives, content, instructional resources, and grading components, represent greater amounts of information that can be better processed in the learning situation. (12 references) (JDD)