A study examined the acceptance and effectiveness of a basic public speaking course that uses a modified Personalized System of Instruction (PSI) approach. Based on behavioristic psychology, PSI stresses mastery learning, self-pacing, the written word, student proctors, and lectures that motivate rather than just supply essential information. Five PSI sections of 45 to 50 students each were conducted at the same time as 38 tarditionally taught sections of 22 students each. During the eighth week of classes, students completed a questionnaire that assessed perceived speaking anxiety, reasons for taking the course, expectations about it, and interest in topics. During the last week of regular classes, a second questionnaire sought the same information as well as other information pertaining to perceived learning from the course and attitudes toward it. Results indicated that students in the PSI sections reported higher levels of perceived learning, higher overall satisfaction with course content and format, lower levels of communication apprehension, and higher cognitive retention of course material than did students in the traditionally taught course sections. Their final grades were also higher. (JL)