Numerous scholarly articles and books have been written about the classical guitar, most of which deal with pedagogical concerns, teaching methodologies and historical documentation. However, no scholarly investigation exists on a case study of effective models of instruction at the pre-college level. This study investigated the instructional settings, method books used, repertoire, and methods of student evaluation employed by two models of effective instruction. A research project of this nature arose from the need to investigate the organizational and teaching styles of successful guitar programs and the implications for application of its principles in the public school classroom setting. Andres Segovia stated that the thoughtful musician cannot but be surprised at the lack of a practical system of studies and exercises coordinated in such a way as to permit the faithful student to progress continually from the first easy lessons to real mastery of the instrument. This study investigates how successful programs implement a systematic teaching and learning methodology necessary for establishing strong foundations at the elementary levels of instruction.