The purpose of the study was to t row light on the nature of verbal concept learning by systematically studying the effect of subjects x independent variables on performance. The investigation attempted to know the effects of intelligence, task-complexity and instruction on performance in verbal concept learning. A 2 x 2 x 2 factorial experiment with equal replications was used. For each intelligence level considered separately, it was a randomized group design. The results showed that intelligence x task, inteligence x instruction and task x insturction effects on performance were significant. The triple interaction effects on performance were not significant.