An innovative approach to teaching learning theory to undergraduates was tested by comparing a modified Personalized System of Instruction (PSI) group process class (n=19) to a traditional teacher-centered control class (n=32). Predictions were that academic performance and motivation would be improved by the PSI method, and student satisfaction would increase as a result of attention to group process. Academic performance and motivation increased as predicted, but students' ratings of satisfaction with the instructor were lowered. Limitations of the study regarding long-term follow-up and separation of the independent variables warrant further investigation. (Author/JLL)