College undergraduates (n=44) were given a measure of field independence-dependence prior to receiving instruction in conditional reasoning. Instruction incorporated various aspects of an earlier effective instructional system that was adapted for present learners and was incorporated into a larger, more typical classroom group. Results indicated conditional reasoning performance increased following instruction and was maintained after two weeks. There was a positive but non-significant relationship between field independence-dependence and conditional reasoning. However, examination of the beta weight for covariances (B=.23) does indicate a positive relationship between the two variables. This suggests that lack of support in this study may be because of statistical power. It is possible that with a larger sample or more extensive tests of conditional reasoning and field independence-dependence a significant relationship would be found. It is also possible that due to the apparent difficulty of conditional reasoning, learners fail to see or use their respective field independent-dependent strategy when dealing with the syllogism used. (Author/PN)