Kishore (1994), after successful use of Mastery Learning Strategy (MLS) in teaching science at senior secondary level and researching, makes a case for the viability and efficacy of the strategy for disciplinary learning. The built-in features of the MLS such as monthly units, continous progess wth each unit being consolidate or criterion referenced learning, peer tutoring, individual guidance and formative evaluation after completing each unit make the instructional model suitable for learning various disciplines at post-secondary and higher education levels.