This study evaluated the effectiveness of instructional aids designed to improve the test scores of field-dependent students enrolled in an introductory, community college-level, geology course for non-science majors. Prior to beginning course instruction, 36 students were classified as field-dependent on the basic scores from the Witkin Embedded Figures Test. These students were then divided into a treatment group (N=18) and a control group (N=18). Instruction was the same for both groups of students, with the exception that students in the treatment group received instructional aids designed to enhance their ability to discern structural features in a natural formation. At the end of one semester of instruction, field-dependent students in the treatment group scored significantly higher on an achievement test than did field-dependent students in the control group. This finding indicates that neither students nor teachers need to change their learning and teaching styles. With a few additional instructional aids where needed, for field-dependent students in specific situations, scores on tests can be significantly improved. (JN)