A learning model emphasizing objective-based instruction and learning style flexibility was tested in conjunction with a combined English 101-Social Science 101 course at Miami-Dade Junior College, Florida. During the spring 1970 semester, an experimental group of 34 students was provided weekly with objectives and the following five learning style options: lecture, small-group discussion, directed study, programed instruction, or community involvement. Objectives were presented behaviorally in the form of a study guide, specifically indicating the work required to obtain a particular letter grade (A, B, or C). The student could thus select both learning style and objectives to be pursued. Affective evidence gained from weekly attitudinal questionnaires, optional attendance figures, and student-teacher communication indicated positive acceptance of the approach. Comparison of the experimental and control group performance at the end of the semester showed the following results: (1) experimental group students earned a C or better 20 per cent more frequently than the control group in the English classes; (2) experimental group students earned a C or better 10 per cent more frequently than the control group in the Social Science classes; and (3) on selected portions of the Educational Testing Service Cooperative English Test (Forms 1A and 1B), administered on a pre- and post-test basis, the experimental group did not gain as much as the control group. [Because of marginal reproducibility of original, this document is not available in hard copy.] (JO)