The present study examines the effectiveness of incorporating worked examples with prompts for self-explanation into a middle school math textbook. Algebra 1 students (N = 75) completed an equation-solving unit with reform textbooks either containing the original practice problems or in which a portion of those problems were converted into correct, incorrect, or incomplete examples. Students completed pre- and posttest measures of conceptual understanding, procedural problem-solving skill, and error anticipation. Results indicate the example-based textbook assignments increased students' procedural knowledge and their ability to anticipate errors one might make when solving problems. Differences in students' anticipation of various types of errors are also examined. [For the complete proceedings, see ED583608.]