This study examined the extent to which college students were affected by and remembered color information within instructional materials. Factors studied were color codability, verbal cueing, type of question, stimulus silhouettes, and prompting. These factors were included in stimulus scenes for study via two 16mm motion picture films. Color silhouettes, included in the films, were presented for testing. Subjects responded to color names in one film and to color patches in the other. High and low codable colored stimuli were included with the simple object and geometric shape silhouettes. Half the items asked color questions while the other half asked position questions. Subjects scores were analyzed by a multifactor ANOVA with repeated measures. Results indicated that higher scores were achieved with high codable colored stimuli than with low, color names were not always easier to remember than color patches, higher scores were achieved with position items than with color items and with simple object stimuli rather than geometric shape stimuli. Differences appear to exist between colors as they interact in instructional materials. (Author/CJ)