THE PROBLEM WAS TO DETERMINE WHICH COMBINATIONS OF VERBAL AND GRAPHIC MATERIALS LEAD TO THE MOST EFFICIENT LEARNING. NINETY-ONE UNIVERSITY COLLEGE STUDENTS WERE DIVIDED INTO EIGHT GROUPS WHICH READ THE SAME INSTRUCTIONAL MATERIAL (ON ELECTRICAL CIRCUITRY) IN VERBAL, GRAPHIC, VERBAL-GRAPHIC, OR GRAPHIC-VERBAL FORM. HALF OF THE SUBJECTS WERE PRETESTED ON THE MATERIAL. A RECALL AND RECOGNITION POST-TEST (WITH BOTH VERBAL AND GRAPHIC ITEMS) WAS ADMINISTERED IMMEDIATELY AFTER READING. THE FINDING THAT THERE WERE NO RETENTION DIFFERENCES AMONG THE VARIOUS GROUPS CONFIRMS EARLIER RESEARCH. COLLEGE STUDENTS EVIDENTLY CAN PROFIT EQUALLY FROM THESE DIFFERENT TYPES OF PRESENTATIONS. TABLES AND REFERENCES ARE INCLUDED. THIS PAPER WAS PRESENTED AT THE AMERICAN EDUCATIONAL RESEARCH ASSOCIATION CONFERENCE (CHICAGO, FEBRUARY 6-10, 1968). (AUTHOR/BK)