Two methods of teaching drama as a literary form in an Introduction to Literature course were compared. Eighty-seven first-year students, 28 males and 59 females, were non-randomly assigned to four classes, two of which were taught in the traditional lecture-discussion manner while the remaining two utilized a method combining lecture-discussion with individualized instruction as prescribed by performance objectives written by the students themselves. Study subjects were pre- and post-tested by means of the Drama Information Form, an instrument designed to measure the cognitive achievement of students in the area of drama. Scores on the post-test revealed no significant differences between the control group and the experimental group. However, it was noted that greater depth of knowledge and greater effort was self-imposed by experimental group students through self-designed projects. A bibliography and study-related materials are appended. (Author/JDS)