This study explores the interpretation of two types of flow diagrams composed of different visual elements intended to communicate the same meaning. Using linear and cyclical diagrams, the study focused on whether, given a series of diagrams using linear elements and a series using cyclical elements, both types of visuals convey the same message to viewers in relation to instructional design information. Ninety-three college students were asked to read flow diagrams, either composed of boxes connected by straight lines or ovals connected by curved lines, and immediately write three to five adjectives describing the diagram. It was discovered that: (1) the two flow diagrams were not perceived as having significant differences in the message they conveyed; (2) both types were perceived as being appropriate for the display of instructional design models, although the ovals diagram was perceived as being more representative of the synergistic nature of the instructional design process; (3) the ovals diagram was interpreted by more participants as a means of sending a more interactive interdependent message; and (4) both diagrams elicited similar adjectives from the participants, and therefore neither was perceived as giving a more accurate portrayal of the instructional design process. Two figures provide the flow diagrams. (Contains 34 references.) (MAS)