This study examined the effects of three self-instructional approaches of teaching diagnostic problem-solving (troubleshooting). Two of the approaches attempted to simulate student-equipment interaction via programmed and text instruction while a third approach utilized actual equipment. After forty-five community college students received an orientation to equipment operation, fifteen were randomly assigned to each of the three treatments. Criterion variables included troubleshooting knowledge, troubleshooting performance, and attitude toward instruc tion received. Results indicated that the equipment approach was superior to non-equipment simulation approaches in terms of troubleshooting performance outcomes. Correlational analyses of criterion variables provided some evidence that relationships between attitude and behavior were dependent upon the instructional approach used. ALTHOUGH a number of investigations have indicated that equipment simulators can be used as effectively as actual equipment in teaching diagnostic problem-solving or troubleshooting (8, 10), simulator use in public education has been limited. The reason for restricted utilization of simulators in troubleshooting instruction can be generally traced to their characteristics. Hard ware of this type is usually oriented toward specific instructional objectives and may command a high purchase price. A possible alternative to teaching troubleshooting via equipment or equip ment simulators might involve the use of pro grammed instruction. Several studies have indi cated that certain aspects of problem-solving can be taught successfully with programmed instruc tion (1, 2, 6). Additionally, programs are rela tively low in cost and could be made readily avail able for each student. The question which may be raised, however, is whether or not programmed instruction can simulate student-equipment inter action. This study examined the effects of three differ ent approaches of teaching troubleshooting. Two of the approaches were designed to simulate stu dent equipment interaction via programmed and text instruction. A third approach provided in struction on actual equipment. More specifically, the study investigated treatment effects relative to (a) troubleshooting knowledge, (b) trouble shooting performance, and (c) student attitude toward instruction received.