Currently, Equivalence Partitioning and Boundary Value Analysis are taught at La Trobe University using Myers? original representation of these black-box testing methods. We previously proposed an alternative representation called Atomic Rules. In this paper we present the statistical results of two similar experiments that examine which of these approaches enable students to write more complete and correct black-box test sets and which approach students prefer to use. We compare the results of these experiments and discuss how the results could change the teaching of black-box testing methods at La Trobe University and in industry.