The purposes of this study were to determine: (1) the effectiveness with which different types of rehearsal strategies complementing visualized instruction facilitate student achievement; (2) the effect of different instructional treatments on students' processing of different knowledge levels; and (3) whether verbal and visual tests are equally effective in retrieving information acquired from visualized instruction. One hundred twenty students enrolled at The Pennsylvania State University were randomly assigned to four treatment groups which determined both the method of instruction and the testing mode they received. Students received their respective instructional presentations and criterion tests in one session. Analyses indicated that: (1) students possessing different entry levels of prior knowledge profit differentially from the different treatments; (2) differences in achievement levels among students with different prior knowledge levels can be reduced in terms of information acquisition by providing treatments with elaborate rehearsal activity; (3) identical treatments are not equally effective in promoting student achievement for different types of educational objectives; and (4) visual testing is a viable strategy for retrieving information acquired by students receiving visualized instruction. (31 references) (Author/GL)