This paper presents a goal-based scenario approach to teaching introductory database concepts to undergraduates using two different scaffolding methods. One method, termed "worked-out examples," attempts to reduce extraneous cognitive load by requiring students to complete increasingly complex missing parts of worked out examples. The other method, termed "progressive practice," attempts to reduce intrinsic cognitive load by requiring students to complete increasingly more complex scenarios, beginning with a simple example and culminating in an alternative form of the target scenario. Classroom results with these methods have been positive, and are discussed. (Contains 4 tables.)