Systematic instructional design provides a crucial vehicle for designers and teachers to develop efficient and effective learning environments (Dick, Carey, & Carey, 2005). Formative program evaluation provides an opportunity for designers and teachers to modify previous instructional experiences, to foster enhancement of student learning and performance (Russ-Eft & Preskill, 2001). This paper will outline the program evaluation conducted on a systematically designed instructional unit for a large community college in the Northeastern US, located in upstate New York.