An alternative method for teaching a three-credit, undergraduate library instruction course for students other than library science majors was explored at Southern Connecticut State University. It was believed that traditional methods of instruction--e.g., lecturing in libraries and using paper handouts--were colorless, failed to engage students, and served to perpetuate the stereotype of the dull librarian. On the other hand, it was theorized that the multi image method (e.g., the use of two or more image projectors) would be able to deliver large amnounts of information in a very short time with high retention rates. It was felt that strong presentation systems could be created if the multi image system were well planned and executed. To compare the multi image method of instruction with traditional teaching methods, a library instruction course was divided into two sections: one was taught by a professor who delivered the material through lectures (and had always received good to excellent student evaluations), and the other used only multi image instruction. The two sections were given the same examinations and had the same overall course objectives. It was found that the experimental group performed better on tests, appeared to exhibit better retention, and responded to the technique favorably. (SD)