Undergraduate students in audiology, speech pathology, and education of the deaf present two problems for the would‐be teacher of acoustics. First, they are typically deficient in basic mathematics and physics. As a result, they fall victim to “symbol shock,” a disorder characterized by glazed eyes and cortical dysfunction. Second, they require at least a modest understanding of acoustics for their later professional health. A reasonable treatment has been found in the form of the Keller Plan or the Personalized System of Instruction (PSI). This plan has been used successfully for four years in an undergraduate course designed to convey the rudiments of physical acoustics, bioacoustics, and psychoacoustics. PSI uses explicit performance criteria, unit mastery, self‐pacing, and individualized tutoring. Laboratory demonstrations are used for motivational purposes and to promote student discovery. Critical information is conveyed by the written word; lectures are given only upon student request. Details of the PSI method will be presented, as well as the results of a modest retrospective analysis of the course taught under traditional and PSI formats.