This study investigated the effects of (1) verbal instruction alone vs. verbal instruction complemented by simple line drawings; (2) visual testing vs. nonvisual testing; (3) verbal cueing vs. free recall on achievement; and (4) order of testing on subsequent achievement. Interactions among type of instruction, type of testing, and order of testing were also examined. The 151 undergraduate subjects were instructed with varied combinations of visual and nonvisual versions of the Dwyer instructional materials. Visuals did improve identification and comprehension achievement, with effects retained after 2 weeks. Achievement was higher on the immediate but not the delayed nonvisual test for terminology, comprehension, and composite scores than on the nonvisual version. The order of the drawing test administration had no effect. However, drawing test performance was significantly better for students who had previously taken the visual achievement test. An interaction among visual instruction, the nonvisual test, and the administration of the drawing test before the achievement test was revealed for the immediate identification test. Interactions among visual instruction, the visual test, and the drawing test after achievement test were found for both the delayed total criterion test and the immediate drawing test. (LMM)