The paper discusses a study in which a cognitive mapping test was used to evaluate the effectiveness of different teaching methods used in a college level introductory economics course. Cognitive style mapping is a method of studying learner characteristics in order to individualize instruction. The hypothesis was that certain cognitive learning styles would determine whether students would benefit from a simulation/gaming or a lecture/discussion section. Data regarding cognitive learning style were obtained by administering a cognitive style questionnaire. Questions focused on whether students gained meaning from spoken or written words, could place themselves in other people's position, were strongly influenced by peers, and made their own decision. Student grades served as the measure of economic knowledge obtained in the course. Statistical analysis of questionnaire responses and course grades indicated that most students preferred one teaching method over the other and achieved higher grades on tests when the course was taught by the method they preferred. The conclusion is that teachers should use cognitive mapping tests to help determine the type of instruction which will benefit various types of students. (DB)