Research involving cognitive modification and using intervention instruction in general prerequisite cognitive processes has shown that significant and long-term results are possible. Use of intervention instruction involving prerequisite data gathering skills with teachers has been successful in improving ability to use probing questions in classroom discussions, giving clear and concise directions, in solving formal operational level problems and involvement of students in decision making. The problem investigated in this study was to determine the effects of intervention instruction in cue attendance on teacher performance in analysis and modification procedures of classroom lesson plans. Included in the intervention instruction and followup lesson plan activities were detail attendance, information search questions, hypothesis generation and designing strategies for hypothesis testing. The 189 participants in the research project, all final-year secondary education majors, were divided into three groups. Each group was given the same experiences except for the treatment variable. Pretesting involved critique of a classroom lesson for one group, a Piagetian Task Assessment for the second, and only introductory remarks for the third group. A detailed description is presented of the assignments, treatment, and treatment rationale for each group. An analysis of the results includes discussion of implications for teacher education techniques. (JD)