This study reports on research concerning the effects of instruction based on protocol materials and training materials on concept acquisition and skill acquisition. Direct or intended outcomes, differential outcomes, and combined-effects outcomes of protocol and skill training instruction were investigated. The following hypotheses, two for each of the major outcome areas, were examined, using 38 undergraduate education students as subjects: (1) subjects who receive only protocol instruction will perform better on tests of concept recognition than a control group; (2) subjects who receive only skill training instruction will perform better on a skill performance measure than a control group; (3) subjects who receive only protocol instruction will perform better on tests of concept recognition than those who receive only skill training instruction; (4) subjects who receive only skill training instruction will perform better on a skill performance measure than those who receive only protocol instruction; (5) subjects who receive both protocol and skill training instruction will perform better on tests of concept recognition than those who receive only protocol instruction; and (6) subjects who receive both protocol and skill training instruction will perform better on a skill performance measure than those who receive only skill training instruction. The design of this research is described in this paper, testing procedures are outlined, and results are analyzed. Results indicate that a combination of protocol instruction and skill training instruction is an effective teaching technique. (JD)