Educators aspire to use the most effective teaching materials possible. Their choices, ideally, should be informed by empirical evidence on how materials they use can affect students' outcomes or performance, particularly their post-instruction performance or application. The current research tested the extent to which voice (active vs. passive) and modality (oral vs. written) of instructional examples influence (a) the degree to which a new process is learned and (b) subsequent performance. Results indicate that although voice and modality may be influential during the instruction process itself, they may have minimal impact on subsequent performance. The results are discussed in the context of the importance of using empirical evidence to inform educators' choices, as well as presenting strategies for evaluating the effectiveness of learning.