This research examined the effects of instruction on experiential knowledge, fitness, self-efficacy, and adherence to strength training of a university weight lifting activity course. Participants (n = 35) were enrolled in two introductory-level university strength training activity courses, which met for 85 min twice a week for 15 weeks. The intervention group was exposed to student-centered instructional strategies based on the Personalized System of Instruction (PSI), which included personalized feedback on each student's individualized fitness plan. The control group experienced traditional activity course instruction with direct instruction to the whole group. Pre- and posttest assessments were collected and statistical analyses were conducted (p < 0.05). One-way repeated-measures ANOVA tests revealed univariate statistical differences in fitness measures (push-up, curl-up, and flexed-arm hang), perceived knowledge scores, and the weight management motivation factor of the Exercise Motive and Gains Inventory. Additional differences were observed between groups; however, due to the low number of participants, these differences were not statistically significant. The findings suggest that student-centered instruction in a strength training activity course can benefit student knowledge, fitness, and adherence to a strength training plan. Further research in this area should replicate this study with a greater sample size to determine if the observed differences are statistically significant within a larger research population.