A study was conducted of the efficacy of two methods of teaching music bibliography to 80 undergraduate and graduate students at the University of Akron in Ohio. One group of subjects received only lectures in bibliographic instruction; the other group had the benefit of lectures and worksheet exercises, which involved location of publications and information by the individual students in the central and music libraries. The courses covered such topics as approaches to music research; the meaning of library terminology; use of the library; and utilization of dictionaries, style manuals, encyclopedias, bibliographies, indexes, biographies, catalogs, and periodicals. Undergraduate students were instructed in the use of basic music sources while graduate students were taught about complex music sources and large indexes that include music subjects. Pretests and posttests of both groups, administered five times during the 15-week semester, showed that students who received the lectures and worksheets performed significantly better than students who only received the lectures. It was concluded that it is beneficial for music bibliography instructors to supplement lectures with worksheet exercises. This paper describes study methodology and results. A nine-item bibliography and copies of the pretest, posttest, and worksheets are also provided. (ESR)