This study was designed to assess the effects of the problem-oriented method compared to those of the traditional approach in general chemistry at the college level. The problem-oriented course included topics such as air and water pollution, drug addiction and analysis, tetraethyl-lead additives, insecticides in the environment, and recycling of wastes. The traditional course included topics such as chemical composition, gas laws, solutions, and acids and bases. A total of 67 students formed the control group, with 71 students in the experimental group. A battery of instruments was administered at the beginning of the courses and toward the end of the semester. No significant differences were found on the criteria of achievement and the critical thinking scores. A significant positive difference was found on the criterion of attitude change toward the course for the experimental group. Further analysis involved partitioning scores based on high school chemistry background. No significant differences were found regardless of the type of courses on any of the three criteria among students with a high school chemistry background and among students with no high school chemistry background. (Author/PS)