The effect on algebra achievement of college students of using a specific study method, algebra notecards, was examined. Whether achievement differed for adult learners and traditional college students, and the interaction between the study method and the status of the learner were also investigated. The research was conducted at the University of Pittsburgh with an evening college algebra class. Students were randomly assigned to seven problem-solving sessions, with four groups using notecards and three groups not using notecards. Notecards were distributed eight times, after material had been explained in lectures. During free moments, students were to randomly deal a card and analyze or solve the problems on it. Based on the criterion of reported use of the notecards two or more times, the number in the experimental group was cut from 71 members to 47: 35 traditional students and 12 adult learners. The control group consisted of 50 members: 38 traditional students and 12 adult learners. No significant differences were found between the algebra achievement of those using or not using notecards, between adult and traditional students, or between study method and learner status. Attendance apathy was discussed. (MNS)