Thirty-three undergraduate students from Michigan State University enrolled in a three-month children's literature course which focused on the use of a set of instructional modules and instructional techniques associated with the open classroom. The course was built on the following assumptions: (1) that individual differences would be accommodated; (2) that students would respond in an individualistic way to what they read and experienced; (3) that multimedia approaches were appropriate and would reach individual differences; (4) that students would be involved in evaluation procedures; (5) that student involvement would be important; and (6) that student interaction would be important to the development of ideas. Evaluation instruments were devised to ascertain success in terms of subject content assimilated by the students, and attitudes toward the use of instructional modules and the approach used. Results indicated positive attitudes toward the use of the modules and approaches. Furthermore, it was concluded that students did seem to acquire a substantial amount of factual, specific information about children's literature and that the combination of an open classroom and instructional-module approach should serve as a basis for instruction in a children's literature course. (Author/HS)