This study investigated the use of alternative performance instruction delivery methods on student achievement in a Principles of Marketing course taught at New River Community College during the 1993 fall semester. The study sought to determine if alternative delivery methods of performance instruction would influence students' achievement in the course. The design of the study was quasi-experimental. Two treatment groups were engaged by this study. One group received performance instruction using group-directed lecture methods. The other group received performance instruction using distance-learning methods. The planning and evaluation of course content goals were held constant utilizing an expert system, artificial intelligence (AI) application software suite developed by Instructional Performance Systems, Inc. Delivery of course content goals was controlled, in that, the same instructor taught both sections of the course. Student achievement in the course was measured with teacher developed criterion-referenced mid-term and final examinations. The study tested the null hypothesis that performance instruction delivery methods have no significant effect on student achievement at the 0.05 level. The study was enhanced by the collection and analysis of qualitative student data. A Student Profile Data Survey was developed and piloted. The student data provided the basis to profile the student groups and accent study habits. Descriptive statistics and unpaired t-tests were used to analyze student achievement on the mid-term and final examinations. The analysis found no significant difference in student achievement resulting from performance instruction delivery methods. Descriptive statistics and unpaired t-tests were also used to profile student groups and accent study habits. It was concluded, if course syllabi and evaluation are held constant; and delivery is controlled, one can reasonably expect achievement will be the same for group-directed and distance learners. / Ph. D.