The purpose of this study was to investigate what effect a pre-session given prior to a typical library instruction class had upon the affective experience of freshman composition students. Students in six paired classes were given pre-test and post-test questionnaires to determine if there was a difference in scores in four areas measured by the study: (1) Library Use and Intended Use; (2) Feelings about the Library; (3) Attitudes towards Librarians; and (4) Perceived Effectiveness of Library Instruction. Each set of paired classes were comprised of a control group that did not receive a pre-session and an experimental group given a pre-session. Both the control group and the experimental groups were paired with the same instructor and the same librarian for each set of classes. Pre-test and post-test questionnaires were given to both groups as the instrument to measure the effects of the pre-session. Each questionnaire used nine questions designed with the semantic differential to measure student responses. Findings suggest that pre-sessions improve the affective experience students have in the library; overall, pre-session students showed significantly more positive attitudes towards the library, the librarian, and the library instruction class than the students who only had a single instructional session. The pre- and post-test questionnaires are appended. (Contains 43 references.) (Author/AEF)