Students frequently are overwhelmed by the complexity and difficulty of learning the light reactions of photosynthesis because there are many elements of the process for them to think about and master. This essential process involves several macromolecules, electrons, and protons moving in different compartments and locations, causing different chemical reactions to produce different products. The number of learning elements and their interactions, plus a lack of prior knowledge places a high demand on the minds of introductory botany students. This demand, or cognitive load, can be better managed by applying the principles of the cognitive load theory, which is a series of instructional recommendations based on how humans learn. I will present several strategies to optimize intrinsic load (nature of the material) such as pre-teaching vocabulary, segmentation, sequencing, and chaining, as well as reducing extraneous load (things we do as teachers) through creating more effective PowerPoint slides and reducing problems associated with animations. Many of these same principles can be applied to the Calvin cycle and other topics to create a more effective instructional design and increase student learning.