The effectiveness of self-instructional, performance-based modules used in teacher training programs is evaluated in this study. Criterion-referenced tests were used to determine the degree of achievement of the module objectives. Three classes of students enrolled in Designs for Teaching at the University of West Florida provided the group of preservice teachers used in the study. Fourteen teachers enrolled in an off-campus course for teachers who were supervising student teachers made up the group of in-service teachers. A questionnaire was developed to elicit a reaction to the performance-based module. Part 1 of the questionnaire determined the reaction to the content of instructional material, the instructional mode used, and the method of implementation. An 11-point scale measuring like or dislike was provided. Part 2 of the questionnaire was designed to elicit response to the same items, using the same scale; however, a space was provided for a constructed response to the statement "Please explain why." Part 1 was to be completed in class, and part 2 was to be completed out of class. The results of this study indicated that performance-based modules can be used effectively with both preservice and in-service teachers. A 5-item bibliography and appendix with evaluation reports are included. (MJM)