To determine the extent to which findings from studies with learners with high-level entry proficiency might apply to other learners, a group of 80 senior education majors were assigned to the Aircraft Instrument Comprehension Program under a variety of combinations of incentive, instruction, and feedback. In general the present study supports the contention that instruction is the predominant variable also had some effect on posttest results. Feedback was not found to enhance learner performance. (SA)