This paper reports on a study which was conducted to determine the impact of color on learning. The entire seventh-grade class from a Midwest junior high school was used in the study. Each student was randomly assigned into one of four treatment groups: (1) color-cued presentation, color-cued assessment; (2) color-cued presentation, black/white assessment; (3) black/white presentation, color-cued assessment; (4) black/white presentation, black/white assessment. During their homeroom session, all students received directions via audiotape; they then, in isolation, read and studied the graphic presentation summarizing a little-known Norse myth. Finally, they demonstrated both immediate recall and two week delayed retention on the graphic assessment without the aid of the presentation graphic. By reviewing the mean performance at recall and retention as a function of the type of presentation graphic, it was determined that the preferred presentation type was color-cued. There was one major finding of the study: the important factor in enhancing performance appeared to be the presence of a systematic color cue in graphic presentation. (Contains 15 references.) (JLB)