This study investigates the structuring and sequencing of a special type of verbal-pictorial learn ing mat erial, namely "exp lanative illustrations" (Mayer. 1993). In such illustrations verbal and p ictorial parts form an integrated whole with text embedded in the pictures and vice versa. Due to their complexity such instructing illustrations impose high demands on infor mation processin g. From the viewpo int of instruction on e may ask how the recep tio n of such exp la nativ e illustrations may be supported by an app rop ria te st ructure and sequence ofthe content.In two emp irical investigations three types of content structures and sequences were compared to each other: (1) a top-do wn sequence (based on assumptions ofthe "Elaboration Theory ", Reigeluth, 1987b) from the whole to details which shows how details are embedded within the larger context), (2) a bottom-up sequence fro m details to the whole.(3) the presentation as a whole (as in print).In the first investigation the time for information processing was determined by the experimenter whereas in the second investigation the learners themselves could decide on their learning time.The results show stable learner pref erences f or the top-down sequencing but different learning results in both studies. The crucial variable explaining for the differences in learning res ults was the learning time and not the type of sequencing. However, the learning time is not independent from a certain type ofsequencing. Only with the top-down sequ ence (1) learners took sufficient time f or inf ormation processing. Structuring and sequencing of complex text-picture combinationsThe reception and understanding of pictorial and verbal material may be regarded as a complex process of probl em solving (Weidenmann, 1994; Schnot z, 1994). Hence, when looking at texts and pictures from the viewpoint of instruct ion the quest ion arise s how learners are to be supported in such complex problem solving and how the learning material This study was financially suppo rted by the Deutsche Forschungs-Gemei nschaft.