This study determined the effects of teaching prospective teachers Gagne's conditions for rule learning. Forty-eight students in the Social Sciences Methods Course for Elementary Teachers at Auburn University were randomly arranged in two groups. Both groups learned to develop a teaching unit to teach concepts, while only the experimental group received the conditions for rule learning treatment. This treatment consisted of a multi-level program called PROMOD. Following the treatment, the subjects in both the experimental and control groups were asked, as a posttest, to teach a child a social science concept from the "Man: A Course of Study" curriculum. Finally, videotapes of the teaching performances were analyzed by a team of observers. The major conclusions were that 1) there was a significant relationship between teaching prospective teachers the conditions for rule learning and their rule teaching behavior at the .01 level of significance, 2) there was not a significant relationship between the conditions for rule learning and the rule teaching behavior of prospective teachers who are not taught the conditions, and 3) there was not a significant relationship between the achievement level of prospective teachers as determined by grade point average and rule teaching performance. (Author/MBM)