This research was conducted to determine the effects of traditional instruction versus Contract Activity Packaged (CAP) versus Programmed Sequenced Learning (PLS) versus Tactual Resources (TR) on the achievement and attitudes of 32 second-year undergraduate teacher education majors enrolled in two classes of a required child-study course at a small, private metropolitan college. Thirty participants were female and two were male. Eighty-four percent of the sample was Caucasian, nine percent was Hispanic, and six percent was African-American. The majority of these students were high academic achievers with no low achievers in this population. In this first study to compare three different non-traditional strategies with traditional instruction and with each other on education majors' achievement and attitudes, learning-style perceptual preferences were identified using Building Excellence (BE) (Rundle & Dunn, 2005), and the Comparative Value Scale (CVS) (O'Connell, 1999) measured students' attitudes toward the four different instructional methods. Researcher-created assessments were administered to determine existing subject knowledge and achievement gains. A repeated-measures design was employed. Paired-samples "t" test confirmed significantly higher achievement performance-gain scores (p [less than or equal to] 0.001) for students with the CAP instructional approach when compared with traditional instruction. Additionally, students achieved significantly improved performance-gain scores (p [less than or equal to] 0.001) when CAP learning was compared with the other two non-traditional strategies--PLS and TR. Not a single student was tactual, supporting previous researchers substantiating the CAP as appropriate for gifted, high achieving and/or motivated students. Students' attitudes were positive to learning with the three non-traditional methods and supported the knowledge and use of these approaches as alternative strategies for preparing education majors to teach diverse learners. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]