This study evaluates and examines teaching strategies used by Project DARE (Drug Abuse Resistance Education), a program developed by the Los Angeles Police Department and the Los Angeles Unified School District. Through a planned curriculum, uniformed law enforcement officers present information to fifth- and sixth-grade students on substance abuse, resistance to peer pressure, decision making skills, and alternatives to substance abuse. The officers, trained in presentation and questioning techniques, are skilled in cognitive strategy techniques and use of various information processing strategies to enhance lessons. The research accompanied two DARE officers employed by the City of Knoxville Police Department in Knoxville, Tennessee. Qualitative logs were kept on the officers' classroom dialogues for 3 months in six Knox County (Tennessee) elementary schools. Categories of information processing strategies, such as exemplars and advance organizers, were noted. Findings indicated: favorable student perceptions; better student comprehension of information due to the quality of the officers' presentations; a successful program because it is taught by uniformed police officers; and positive relationships that developed between students and officers. An information processing model being utilized by DARE officers in addition to the planned curriculum is appended. (LL)