This paper describes the rationale behind and the development and utilization of a bibliographic instruction course which incorporates formal abstract reasoning skills. The limitations of the search strategy technique of bibliographic instruction are discussed as well as the fact that many college students have not developed sophisticated reasoning skills. Three components of the course designed to incorporate these skills are described, including: (1) analysis of a research problem; (2) linkage or determining the interrelationships between reference tools and the materials they locate; and (3) evaluation of sources. The teaching techniques used to develop reasoning skills are also discussed--specifically, the adaptation of bibliographic instruction to the learning cycle, and the utilization of a guided design technique which gives students an open-ended problem and takes them through a series of problem-solving steps paralleling the decision making process. The use of this bibliographic instruction course in a Freshman Abstract Reasoning (FAR) program at the College of Charleston and also with non-FAR students is described. Finally the paper presents sample course exercises which teach question analysis, problem identification, source identification, and source evaluation. A 15-item bibliography is provided. (ESR)