An experiment was conducted to ascertain the effectiveness of various attention-directing techniques in improving visual learning. One 1st and one 4th grade class from each of four elementary schools in Cedar Falls, Iowa were each divided into four treatment groups. Four cueing methods--a large arrow, a small arrow, a pointer, plus a control without visual indicators--were used with four different sets of line drawings. All treatment-drawing combinations were administered to each group through overhead projector transparencies. The pictures were presented with accompanying audiotaped information identifying each of the drawings and providing a description of one specific part of a drawing. After hearing the audio descriptions and observing the pictures and orienting arrows and pointers, subjects marked the indicated parts of corresponding drawings on their response sheets. Fourth graders did so well on the task that there was little variation in the treatment means. For the first graders, a significant difference in methods was found. In order of effectiveness the treatments were the pointer, the large and small arrows, then the auditory cueing alone. The line drawings were rank ordered by the level of difficulty they presented to respondents. A significant interaction of cueing methods and drawings was noted. (KB)