The authors briefly review some of the empirical studies which have compared discovery learning with expository learning. Essentially, their study replicates an earlier one in which these learning strategies were compared on two dimensions: (1) immediate acquisition; and (2) retention of concepts. Subjects were 228 seventh graders who had not previously mastered the four geometry concepts-quadri-lateral, rhombus, trapezoid, and parallelogram. A complete description of the experimental procedure is presented. Results show that students in the expository groups spent less time studying the lessons than those in the discovery groups, yet had superior immediate acquisition scores and equal retention scores. The superiority of the expository method is thus indicated, at least for the dimensions measured. Concluding qualifications suggest areas where the discovery method may prove superior to the expository method. (TL)