Information systems students in a graduate section and an undergraduate section of an introductory Java graphical user interface course completed the following initial assignments to learn a simple program: (1) automated programmed instruction tutoring, (2) hands-on learning with a lecture, and (3) collaborative peer tutoring. Tests of knowledge transfer and software self-efficacy were administered before students began the first assignment and following completion of each one. The results showed progressive improvement in rule test performance and software self-efficacy across the several instructional events. Taken together, the results of these classroom observations extend the generality of previous work to an updated set of instructional materials and assignments, and that outcome shows the reliability of the learning processes with new groups of students. Students who are new to Java had the privilege of exposure to an initial repertoire of teaching tactics that are synergistic and cumulative.