The purpose of this study was to examine the effect that coding (black and white, and color) and testing mode (visual/verbal) has on the achievement of students categorized as field independent (FID)/field dependent (FD) learners. One hundred eighty-three students enrolled in basic college level educational psychology courses were classified as either field dependent, field neutral, or field independent as a result of their performance on Group Embedded Figures Test (GEFT). Participants read a 2,000 word instructional booklet on the anatomy and functions of the human heart, containing 19 illustrations, either in black and white or with different colors used to highlight information and processes being discussed. Each student immediately received, in a visual or verbal format, four individual multiple-choice criterion tests (drawing, identification, terminology, and comprehension). On the drawing test scores, results indicated a significant difference in cognitive style, in favor of field independent students, color coding, and verbal test. On the identification test, results favored field independent students and verbal testing. Terminology and comprehension test scores also significantly favored field independent students. Total test score favored field independent students, color coding (but color coding did not influence field dependent students), and verbal testing. Results of the study verify that field independent and field dependent learners differ in cognitive processes they use. The concepts of field independence/ dependence is an important variable in the teaching/learning process and color coding and test format remain as viable instructional variables. (Contains 19 references.) (MAS)