The study examined modality effects in the learning of Braille through providing a variety of either study or test trials in either the visual or haptic modalities. Subjects were 144 right handed college students. Results supported previous experiments demonstrating the visual modality superior to the combined visual-haptic or the haptic modality alone in the learning of Braille symbols. However, the visual-haptic condition was superior to the haptic-visual study-test ratio condition. Better performance occurred for those who studied visually and for those who were tested visually. Other findings were that performance was inversely related to item complexity. Results tended to support a modified modality adeptness hypothesis which related performance to frequency of presentation in the most adept modality. (DB)