There is substantial evidence that prose-relevant pictures contribute to increased recall of prose materials, particularly if the subjects are young children. The purpose of this study was to investigate the contribution of prose-relevant pictures to immediate and delayed recall of written prose including science content when the subjects were older learners. Subjects were 42 undergraduate students with limited background in the sciences who were assigned to one of two instructional treatments, prose-plus-pictures or prose-only. A 12-item multiple-choice test was administered immediately on completion of the reading, and the same subjects were retested 28 days later using the same test. The delayed test was unannounced, and students did not reread the material prior to this test. Although the prose-plus-picture group's mean test score was significantly higher than that of the prose-only group in the immediate testing condition, both groups scored significantly lower on the delayed test, and the differences between the scores of the two groups on this test were not significant. The pictures used and a table showing the analysis of test scores are appended, and 22 references are listed. (MES)