The purpose of this research project was to use an experimental design research methodology to compare learning and attitudinal effects of two different design instructional strategies on randomly selected and assigned 11th and 12th grade students. Through the use of a common technological based problem, students were guided through a design sequence that utilized two different instructional approaches (a) predictive analysis and (b) trial & error. At the completion of a five-day (15 hour) learning activity a standardized engineering design test was administered to the students to evaluate differences in engineering design capabilities. Additionally, students completed an attitude inventory related to their perceived confidence and belief in solving technological problems. The findings from this research yielded a non-significant statistical difference in the design group scores as measured by the "Engineering Design Test". However, the trial & error group scored approximately 3 points higher overall suggesting that there may be conflicting influences on what and how students acquired design knowledge during this instructional program. Appended are: (1) Can Crusher Design Challenge; (2) Test of Engineering Design; and (3) Design Attitude Inventory. (Contains 3 tables and 1 figure.)