A project was undertaken to: (1) formulate objectives for a biology unit dealing with frog dissection and vertebrate anatomy, (2) on the basis of these objectives, develop self-instructional modules utilizing audio-visual and printed instructional materials, and (3) formulate instruments for the evaluation of the modules. The rationale for the project was based on the need to provide self-paced learning activities for students with poor reading ability, who are accustomed to visual instruction, or who have missed class and need to make up instruction. A review of the literature was used as a foundation for the research. Two instructional modules were developed; they included a printed packet, audio-visual presentations, video-cassettes, and pre- and post-tests. The project report outlines the procedures and methodology used in developing and evaluating the module objectives, producing the modules at the Learning Resources Center of the College of DuPage, developing instruments for evaluating the modules, conducting a classroom pilot test of the modules, and developing a teacher's guide. Results of the pilot test, based on a comparison of students' pre- and post-test scores are also presented, as well as the results of student and faculty evaluations of the modules. A bibliography and a description of the module components are appended. (JP)