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In order to optimize learner performance in all the conditions of learning, Gagne proposed the application of a nine-step process called the events of instruction. Events 1, 2, and 3--gaining attention, informing learners of the learning objective, and reminding learners of prerequisite skills fall within the rubric of preinstructional activities. The preinstructional activities investigated in this study were advance organizers, performance objectives, and structured overviews. A total of 674 students in their first year of training at the Gweru and Bulawayo-Hillside Teacher's Training Colleges in Zimbabwe participated in the study. Four levels of treatment variables were used: control (CO), structured overview (SO), advance organizer (AO), and performance objectives (PO). Participants were randomly assigned to one of four treatment conditions by randomly ordering each of the self-contained instructional materials. Instructional materials were two reading passages which covered technical and nontechnical subjects. Two achievement tests were administered to respondents. In general, the findings, which appear to be consistent with those of previous research, indicate that performance objectives may have the most beneficial effect on learning. (Contains 24 references.) (AEF)