Research was conducted upon relationships between students' conceptual level (CL) and form of course organization (high/low structure) as it affects student attainment of course objectives. In addition, feelings toward the training organization were observed. Synectics training was conducted in which thirty-six undergraduate teacher trainees were paired as to conceptual level and divided into two groups, one receiving a high structure training format in which learning activities, sequence, and pace were determined by the instructor, the other receiving low structure training in a student-centered format. Existence was hypothesized for (1) a positive relationship between CL and performance in low structure treatment; (2) no relationship or a negative relationship between CL and performance in high structure treatment; (3) a negative relationship between CL and feelings toward training in low structure treatment; and (4) a negative relationship between CL and feelings toward training in high structure treatment. Posttesting revealed a high consonance between subjects' performance of the Synectics teaching model and their feelings toward training, regardless of treatment, though performance and feelings were somewhat higher under conditions of high structure than under conditions of low structure. Likely factors for explaining this discrepancy between predicted findings and the results are inadequate control of intervening variables, weakness of instrumentation, nature of the task, design of treatments, and/or limitations of theory. Debriefing of the subjects revealed a preference for low structure treatment and agreement upon the value of peer teaching, demonstration lessons, video-tape use, and other teaching techniques used in the research. (MB)