This study established a controlled instructional procedure for visual concept learning in a school setting and investigated the possibility that an ability trait difference could affect visual learning of the concept. A total of 84 high visualizers and 84 low visualizers were selected from 629 fourth grade children according to their scores on two tests of visualizing ability. Subjects were randomly assigned to three treatment groups: (1) the sequenced learning group viewed a sequenced filmstrip containing instruction on the concept of symmetry; (2) the trial-and-error group viewed a trial-and-error filmstrip presenting the same concept; and (3) the control group saw no filmstrip. Following treatment, each group was given a test of concept mastery and a test of the transfer of that mastery to identifying symmetry in works of art. Results indicate that: (1) differing degrees of visualizing ability can be identified; (2) visualizing ability is strongly related to success in acquiring the concept of symmetry in visual arts; (3) the ability to identify symmetry in examples of visual art can be learned by both high and low visualizers; (4) a greater degree of transfer of this ability is achieved by high visualizers; and (5) the sequenced presentation was more effective than the trial-and-error presentation. (Author/ED)