The use of preinstructional strategies frequently results in improved comprehension as evidenced by test scores. Although empirical support for this phenomenon is inconsistent, the potential utility of preinstructional strategies warrants further consideration. The rationale of this study suggests that intervening situational factors, or individual learner characteristics, account for the inconsistencies. The knowledge of factors that influence the effectiveness of preinstructional strategies would be beneficial in assisting educators' attempts to apply the strategies for their students' best advantages. The problem of this study was an analysis of the effects preinstructional strategies have upon students' state anxiety and listening comprehension. The purpose was to compare the state anxiety fluctuations and listening comprehension scores of students given advance organizers, pretests, cognitive objectives or overviews with a control group given no prefatory assistance.