A pilot project designed to improve the cognitive education program for 24 hearing impaired undergraduate preprofessionals incorporated aspects of instrumental enrichment (IE), an approach to enhance cognitive skills at the representational level. Ss participated in paper-and-pencil cognitive activities aimed at improving five skills: projection of virtual relationships, orientation in space, comparison, analytic perception, and following precise instructions. Activities were followed by discussions of how to apply the skills to instruction with children. Results, based on the Wilcoxon matched-pairs, signed-ranks test for differences between pre- and post-testing, indicated no significant pre-post differences between experimental and control groups on a Self-Rating Scale, on the Uncritical Inference Test (Haney, 1976), on a Picture Completion Test (adapted from the Gestalt Completion Test of the Kit of Factor-Referenced Tests, 1976), on a specially designed Comparison Test, or on a 15-item Learning Style Indicator. However, trends among the experimental group showed movement toward improved ability to carry out comparisons, toward seeing oneself as more systematic in approaching work-study situations, and toward reflectivity and a preference for a visual modality. Among conclusions are that college-age hearing impaired students are capable of improving cognitive function and that the integration of supplemental cognitive interaction activities of a content-free nature is feasible at the college level. (CL)