The basic problem of this study was to develop a method for increasing the efficiency of the instructional process at the introductory level. The experiment compared two methods for doing the outside of class assignments in support of a course in library science instruction. The plan called for the control groups to do the outside assignments in the conventional manner. The experimental groups were to do the outside assignments by attending a learning station. The material available to them at the learning station covered basically the same content area as that available to the control groups. The difference was in the provision of a format which was designed to clarify the organization and interrelationships of the subject matter, and which would accommodate student differences through the provision of several levels or paths. Results of this study led to the following conclusions: the learning station pattern of instruction is highly effective for; (1) bringing a group of students to a guaranteed criterion level with respect to a specified body of knowledge, (2) providing a significant savings of student time for completing the outside of class assignments and (3) creating a more favorable attitude towards the outside of class assignments. (Author/NH)