A traditional world regional geography course inescapably entails a flow of information that many community college students find overwhelming. This paper delineates five strategies developed over 30 years of teaching to help students cope with this fundamental problem: (1) using study guides or a manual to help students understand assigned readings; (2) employing a daily system of map quizzes and homework collection that requires students to commit to a regular map study and textbook reading between class meetings; (3) lecturing with Microsoft PowerPoint and providing students with access through the Internet to complete lecture notes that can be printed; (4) providing study guides for non-lecture activities; and (5) designing examinations that offer students the opportunity to prepare for essay questions in advance and to earn half a credit for making open-book corrections of their incorrect answers on objective questions. The paper describes these strategies in sufficient detail for implementation and discusses the benefits and problems of employing each strategy. It concludes that an instructor who adopts such strategies can resist the increasing pressure to reduce factual content and can deliver a program of study through which students are able to gain greater knowledge of the world than many ever imagined they could in a single course. Contains 10 appendixes with different types of sample questions and answers. (Author/BT)