Interactive electronic tutorials offer flexibility in delivering library instruction; however, questions linger regarding their effectiveness compared to traditional librarian-led classroom lectures. This study examines a tutorial introducing health science students to the Cumulative Index to Nursing and Allied Health Literature database. Half the student sample completed the tutorial and half attended a parallel lecture. A pre/post-test instrument measured mastery of the material. While results varied by subject focus tested, students completing the tutorial demonstrated greater improvement in post-test scores than those attending the lecture.