This study was conducted to determine whether a sequential reorganization of course content in a first semester integrated mechanical drafting and descriptive geometry course has an effect on the students ability to comprehend spatial relationships.The population was composed of two first term freshmen classes at Indiana Institute of Technology in Fort Wayne, Indiana. The classes were grouped closely as possible according to I. Q. background, math and reading scores available through entrance requirements at this institution.Testing was administered at the outset of the course and retest towards the end of the course. This procedure was used to test the transfer effect of descriptive geometry to visualization of mechanical drafting relationships.Major FindingsThe transfer effect of descriptive geometry principles to mechanical drafting relationships was insignificant. The statistical inference was that the transfer effect, however insignificant, was on the negative side of the zero product.