The study involved the development, implementation and evaluation of laboratory audio-tutorial activities in a college chemistry course. The activities were designed in a self-instructional mode, written as linear programs and taped instructions. A pretest was used in two instances, but all included a posttest. To evaluate the effectiveness of the activities, a criterion referenced measurement approach was used with a proposed level of 100 percent mastery for 70 percent of the students enrolled in a pilot study. To assess student perception of the activities, an opinionnaire was used. From the initial pilot study it was shown that the percentage of mastery was significantly higher (.05) than the proposed level. From three additional pilot studies, noting teacher effectiveness, similar positive results were evidenced. The responses to the student opinionnaire indicated that the community college students in the study reacted favorably to the audio-tutorial activities. Since the learning activities were based on selected learning principles, the author indicates it could serve as a model for developing effective instruction for underachievers. (Author/EB)