This study examined the effects of varying instructional strategies on learning in emerging technology-based visual literacy instruction. The study used a completely crossed 2 (organizational strategy) x 2 (delivery strategy) x 2 (management strategy) factorial design, post-test only control group design. Organizational strategies employed included criterion-referenced, objectivist instruction and problem-based, constructivist instruction. Delivery strategies employed included local, computer-based instruction and networked hypermedia-based (World Wide Web) instruction. Management strategies implemented involved participation by individuals as well as cooperative dyads. Undergraduate education students (n=138) were randomly assigned to eight treatment groups and a control group and received self-paced instructional treatments. Learners were assessed on performance (achievement), instructional efficiency, and efficiency of learner strategies employed (process efficiency). Achievement measures for all groups showed significantly higher levels of achievement when compared to the appended control group. Using multivariate and univariate analyses of variance, data were examined to determine what effect varying instructional strategies had on learning. Results indicated no statistically significant differences between any treatment groups. However, some strong data trends were observed. Recommendations for further research are included. (Contains 86 references.) (Author/DLS)