This study involved the development and experimental tryout of 22 lessons designed to teach 23 primary grade children a set of specific procedures, focusing on the drawing of meaningful diagrams, for analyzing and solving arithmetic story problems. Major dependent variables studied were gain on (1) a 20-item test on stories of the eight types taught and (2) a transfer 20-item test. Gains on both variables were significant. Samples of student work from each class session provided the basis for a qualitative analysis of student progress. The study also investigated differences in pupil performance as these were related to differences in story type. (Author/MNS)