Study compared students' achievement gains and attitudes using traditional (lecture-based) teaching methods and problem-based learning (PBL) techniques in an addiction studies class. Results showed students did not respond well to PBL and preferred a lecture-based format. Pretest mean scores indicated the PBL group entered the course at a higher knowledge level, but failed to demonstrate a significantly greater achievement gain. (Contains 27 references and 2 tables.) (ADT)