The objective of this study was to identify effective instructional strategies for teachers involved in health education workshops on human sexuality and environmental health science. More specifically, the study was designed to evaluate teacher learning outcomes following a workshop design utilizing preinstructional strategies. Hartley and Davies (1976) recently stated that organization is the hallmark of good teaching and that sequencing subject material seems to influence student learning outcomes. This study incorporated preinstructional strategies in teacher inservice health education workshops. Learning outcomes of the 192 participants based on posttest mean scores were significantly enhanced. The investigator suggests that findings in this study lend support to use of preinstructional strategies with adult learners. (Author)