To evaluate the instructional effectiveness of the introductory portion of a modularized competency-based vocational education (CBVE) drafting program, achievement of students participating in this program were compared to students receiving traditional drafting instruction. Research participants were female and male juniors and seniors in their first year of drafting at one of six vocational schools in west central Kentucky. Fourteen instructional modules were used in the CBVE drafting instructional program. Two dependent variables were used in the analysis: the cognitive posttest of drafting knowledge and the psychomotor test of drafting abilities. The multiple regression analysis indicated significant effects due to teaching method for the total group. Analysis of the posttest scores supported the interpretation that good students appeared to do well regardless of the teaching methods used, whereas CBVE may have its most pronounced effects in lower ability students. The CBVE students displayed significantly higher achievement on the drafting posttest. The on and below the median group appeared to benefit most from the CBVE instruction. CBVE instruction appeared to have best addressed the correct line weights and visualization skills required to solve drafting problems. (YLB)