The vast majority of special education teacher preparation programs in the United States incorporate the IRIS Center's "STAR Legacy" modules into their coursework. Given the diversity of module content and ways in which the modules are employed, the purpose of this study was to explore the potential mediating effects of instructional context on learner outcomes. Using an experimental, pretest-posttest-maintenance design, 115 participants experienced three different IRIS modules (Peer-Assisted Learning Strategies [PALS], Accommodations, and Classroom Management) under three instructional conditions (i.e., homework, instructor facilitated, and "flipped classroom"). Strong effect sizes from pretest to posttest were found across all three modules across all conditions. Instructional condition has a significant effect on learning for the PALS module only. Differences in participants' perceptions of topic importance, module quality, and knowledge gained, however, were found for the Classroom Management module. Implications for teacher education are discussed.