In an effort to improve communication and interaction between students and instructors, improve the presentation of course material, and assess the cognitive development of students, a Quasi-Mastery Learning System (QMLS) of instruction was developed for a community college course in General Chemistry (GC). The QMLS incorporates eight features: conceptual organizers presented before topics, direct and indirect class interaction, a non-threatening class environment, incorporation of educational goals into lectures, prescriptive remediation, formative evaluations for feedback, summative evaluations to measure progress, and class demonstrations. To assess the effectiveness of the system, characteristics and outcomes for 116 students enrolled the QMLS GC course were compared to those of 111 students enrolled in a GC course utilizing a traditional lecture format. In addition, an affective evaluation survey was administered to the QMLS students, of whom 88 returned usable responses. Results of the assessment included the following: (1) analysis of the overall lecture grades of QMLS students showed that their performance was significantly better than that of the traditional students; (2) 13.8% of QMLS students withdrew, compared to 20.7% of the traditional students; and (3) 89.8% of respondents to the affective evaluation felt the educational objectives of the QMLS class were clearly defined, 86.4% thought that the class environment was conducive to learning, and 77.3% felt that higher grades were achieved because of QMLS. Data tables and graphs are appended. (MAB)