During the 1972-73 academic year, the Utah State University Protocol Project developed four self-instructional modules related to classroom management: (a) Group Alerting, (b) Learner Accountability, (c) Transitions, and (d) Withitness. Each module contains a student guide composed primarily of recognition lessons based upon printed classroom transcripts, a set of evaluation instruments, and a protocol film illustrating applications of the concept in classroom settings. The criterion for success for the project called for 80% of the final field test participants to attain at least 80% mastery on the two criterion measures included as part of each protocol module. Three field tests were made of each module except transitions, with revisions of the modules based on field test results. The results on the final field test indicated that an average of 93.5% of the learners had reached the criterion level of mastery on the eight criterion measures employed in the evaluation of the four modules. In addition to these performance measures, a student questionnaire was administered. Student perceptions of the protocol modules were generally favorable. Students rated the various elements in the protocol packages as satisfactory and regarded the protocol materials as superior to conventional education courses they had taken in terms of quality of educational content, relevance, and interest level. (This field test report contains 12 tables of data.) (Author)