Conducted to extend a series of earlier aptitude treatment interaction studies in the area of mathematics learning, this study was designed to determine if spatial and general reasoning abilities interact with instructional treatment. The aptitudes used included spatial and general reasoning ability. One hundred and twenty students enrolled in junior and senior level undergraduate teacher education courses at a southeastern university served as subjects. The two treatments dealt with the topic of quadratic inequalities. One treatment labeled "graphic" was strong in verbal-pictorial-number content, while the other treatment, labeled "analytic," was strong in verbal-symbolic-numeric content. Interactions between instructional treatment and the aptitudes were observed. The results of the study replicated and extended the findings of earlier studies which have indicated that learner aptitudes interact with instructional treatment in mathematics. (Author/LLS)