This study sought to determine whether mnemonics or lecture was a more effective teaching technique in the instruction of world geography facts within a pull-out gifted education program for eight elementary-level minority students from a Hispanic dominant school within a rural, Hispanic dominant district. Graphic results supported the hypothesis that mnemonics was more effective, but statistical analysis did not, as measured by students' scores on labeling world maps. The interaction between sessions and mnemonics did not significantly predict knowledge of world geography facts above and beyond the linear components of sessions or mnemonics. However, the students did retain more total world geography facts using mnemonics than lecture. The study also found that statistical analysis can be effectively conducted on a single-subject inquiry to provide results that are more powerful and generalizable than graphic results. (JDD)