The purpose of the study was to determine if there were any differences in learning between graduate students taught to understand, administer, and score the Wechsler Intelligence Scale for Children (WISC) by an independent study method as compared to those taught by a more traditional instructional procedure. The subjects were those students enrolled in two sections of an individual intelligence testing course in the fall of 1973 at the University of New Mexico. The scores on two outcome measures--a cognitive examination and a performance examination--were compared and an analysis of covariance procedure indicated no significant differences between the groups on both measures. The range of scores on both examinations (cognitive and performance) was larger for the experimental, or independent study, group. The number of WISC tests administered by the experimental group correlated significantly with both cognitive examination scores and performance examination averages. A significant correlation was obtained between the number of protocols handed in for evaluation and the cognitive examination scores of the experimental group. (Author)