The purpose of this study is to present an analysis of how the structure and design of the Interactive 3D Graphics Learning Objects can be effective and efficient in terms of Performance, Time on task, and Learning Efficiency. The study explored two treatments, namely whole versus Part Presentations of the Interactive 3D Graphics Learning Objects, using two samples of pre-service teachers at the College of Education, Helwan University. Participants in the study were 40 pre-service teachers randomly assigned to one of two experimental groups. Data analyses were conducted to test the hypotheses derived from research questions. Independent-Samples T-Test was used to investigate the main effect of the instructional approach (Whole-Task versus Part-Task) on the dependent Variables. Based on suitable instructional design models and testing of the above mentioned dependent variables, the study provided statistical evidence that part presentation of the Interactive 3D Graphics Learning Objects is significantly better than the whole treatment, in terms of Performance and Learning Efficiency. However, no significant difference was found between the treatments in terms of Time on Task. (Contains 4 tables and 3 figures.)