This study was designed to ascertain the relative effectiveness of two approaches for teaching descriptive geometry by a comparison of the following behavioral variables--(1) performance in the solution of graphical problems, (2) spatial perception, (3) abstract reasoning ability, (4) technical information achievement, and (5) attitude toward descriptive geometry. The two teaching approaches employed were a directed problem analysis approach and a traditional approach. The design involved the pretesting of groups, application of treatments, and post-testing to ascertain the effects of the treatments. The results of the study indicated that student behavioral changes and the retention of selected elements of descriptive geometry were not significantly affected by the instructional approach. (RP)