The present study drew on existing theories and research to further uncover the mysteries of the college teaching/learning paradigm, particularly the causal links between effective instruction and student learning of novel lecture material. The experimental design involved 380 introductory psychology students and consisted of a Lecture Expressiveness (low, high) by Lecture Organization (low, high) 2 x 2 design. Four teaching conditions were defined by the following manipulations: low expressiveness/low organization, low expressiveness/high organization, high expressiveness/low organization, high expressiveness/high organization. The dependent variables included student attention and achievement. The results extended previous correlational research. For instance, organization showed consistent differences in student attention and achievement: (1) organization influenced students' perceived and actual attention; (2) organized teaching impacted students' perceived and actual achievement outcomes; and (3) organized teaching influenced lower levels of information processing. These findings and their implications are discussed at length and suggestions are made for classroom instructors and college students to capitalize on organization as an effective teaching behavior. (Contains 78 references.) (Author/JB)