Learning interventions in business management education should not just promise vague outcomes. In this study, the researcher determines the acceptability of teacher-designed programmed modules in Production Management for classroom learning using the evaluations of expert jurors and student-users. The modules use the critical elements of mastery learning and proven effective teaching practices. After the researcher has developed them, students are given an orientation about the learning intervention which they have evaluated after using. The jurors who are known experts in the field also assessed the modules using quantitative and qualitative inputs. The findings show that the modules are generally very satisfactory in terms of physical aspects, objectives, instructions, learning, and evaluative instrument using separate and combined evaluations of the two groups of evaluators. This points out that they are acceptable as a learning intervention. The evaluation paves the way to develop a self-learning kit suited to the idiosyncrasies of unique learners