Results of a study to determine the effects of conceptual versus specific (traditional) training techniques on the trouble-shooting performance of maintenance technicians are presented. The research subjects were students at Bowling Green State University and citizens in Northwest Ohio with no post high school technical coursework. Those that scored in the middle range of the Bennet Mechanical Comprehension Test were divided into three groups, with one using the conceptual self instructional module, one the specific self-instructional module, and one receiving no training at all. Trouble-shooting performances for all three groups were measured on a simulator representing a common production machine. Results indicate that both training programs were equally effective, and both trained groups performed significantly better than the control group. An introduction, review of the literature, procedures, analysis and discussion of the data, summary and conclusions, and bibliography are presented. Appended material takes up the bulk of the document and includes: self-instructional modules for fluid systems and mechanization; decision matrix for instruction criterion; validation form; performance test simulator; oral introduction script to the simulator; research recruitment tools; application form; title page from the Bennet Mechanical Comprehension Test; attitude inventory; and, project flowchart. (LH)