This study examined the effectiveness of a variety of instructional methods as they relate to the maximization of learning. The importance of instructional delivery methods and the effect of leadership education’s relation to organizational outcomes were considered. The model draws on the pedagogical work of Ostrander and Schroeder (1997), who reported on the work of Georgi Lozanov and other researchers and practitioners. Based on the literature review, it was expected that there would be a difference in learning effectiveness between traditional instructional methods and accelerated learning methods. The Solomon four-group research design methodology was used to test the hypothesis with the results being favorable