The prior knowledge that a student brings into the lecture is one of the major factors influencing teaching effectiveness. It is therefore important that lecturers are able to ascertain the level of prior knowledge and adjust their teaching accordingly. This paper adopts an iterative learning model that seeks to enhance teaching effectiveness by developing and leveraging prior knowledge and illustrates this approach in the context of information systems technology (IST) teaching. The paper introduces, in the context of a case study, a four-stage (Enrich, Evaluate, Reflect, Activate) iterative learning model that incorporates the process of enrichment, evaluation and activation of prior knowledge on a particular subject or learning unit. This model has been formulated on the basis of a review of literature on prior know ledge and adopted in the context of IST teaching. Includes one figure: the iterative learning model. (Contains 10 references.) (Author/AEF)