An experimental design was used to test the effectiveness of three methods of instruction with undergraduate education majors. Ninety-five students were randomly assigned to lecture, cooperative learning and programmed instruction groups for a 2-week lesson on a common content area. Pre-test, post-test and delayed post-test measures of achievement were administered and the data were analyzed using analysis of variance. No differences in achievement were obtained across the three treatments, despite the fact that the study was designed with adequate statistical power. Results are interpreted in terms of sound educational principles that were common across the treatments.