This article discusses a three-step method that was used in a college calculus course. The three-step method was developed to help students understand the course material and transition to be more independent learners. In addition, the method helped students to transfer concepts from short-term to long-term memory while lowering cognitive load. The three-step method is based off of the theory of worked examples, which falls under cognitive science and cognitive load theory. The article describes cognitive load theory, worked examples, and how worked examples are connected to the three-step method. The quantitative results of the research study show that, on average, participants performed significantly better than non-participants in the course and performed better on the final exam. The article ends with a discussion of the results of the study and why the three-step method helped students in the class. (Contains 4 tables.)