This study examined different course delivery formats for an introductory special education course, focusing on their impact on student motivation, learning, and attitudes toward helping. The 3-credit course was offered in two formats: a traditional course format (one large lecture section that met for 100 minutes once a week for 150 students and an additional recitation section where about 30 students per section met with the professor weekly for an additional 50 minutes); and an experimental course format in which 30 self-selected students met twice weekly for 75 minutes and also used interactive computer modules corresponding to assigned text readings. Experimental group students were also divided into cooperative learning groups that solved authentic problems encountered in general education classes. Students in the experimental section showed increased intrinsic motivation and gains in self-efficacy (in contrast to students in the traditional format who showed decreased intrinsic motivation and decreased self-efficacy), as well as increases in perceived and actual knowledge. Experimental subjects also showed significant changes in empowerment based on a questionnaire on helping orientations. (DB)