The problem of developing and evaluating a personalized, competency-based modular instructional strategy was chosen to offer an alternative to the traditional lecture method in a laboratory food and nutrition course at the university level. The content of the course was divided into modules with competency-based objectives. Students passing the pretest for a particular module were exempt from taking that module. When the competencies associated with a module had been achieved, students requested the module posttest. There were 109 students in the modular instruction group and a control group of 64 students studied under the traditional lecture method. Cognitive test scores for students using modular instruction were higher, but not significantly. Psychomotor scores for the modular group were significantly higher. Student reactions to the modular program were positive and several were able to complete the course in less than the required 15 weeks. (Author/JAB)