Data from three general psychology classes were used in a study of the chunking method of teaching and studying. Two classes participated in a study on chunking study outline (CSO) length, and one in a study on retention rates. Results of students with high and low cognitive processing capacities (CPC) were also compared. It was found that a CSO should be short, that retention following learning with the chunking method may be near perfect, that test performance was affected by the type of knowledge tested, and that CPC may have some effect on long-term retention. The relation between CPC and test performance, however, appears to be insignificant when using the chunking method. (Samples of short and long chunking study outlines are appended.) (TJ)