Learning style preferences of a group of nursing students was analyzed to determine whether the development of self-instructional modular learning packages would be an educationally sound means for presenting didactic content to students. A total of 38 junior baccalaureate nursing students completed the Canfield Learning Styles Inventory. Results of the "mode" area of the inventory did not support modular self-instruction as a teaching methodology for this class. The class preferred the lecture method and did not want to read. The "content" area also did not support self-instruction. Preference was placed on working with people. This preference is met in the application area of the nursing curriculum, the clinical laboratory. Based on the findings, limited use of modular self-instruction was recommended. Further investigation of goal-setting behaviors in the class was also recommended, along with orientation to modular instruction for both faculty and students and release time for faculty to develop modules. It was also suggested that modular and lecture formats not be used at the same time, and that modules and faculty workload be carefully evaluated. (Author/SW)