Students in eight classes of the Basic Sonarman (Surface) Course were taught basic electricity under the experimental conditions of programed vs. conventional method of instruction, high vs. lower qualified instructors, and easy (DC) vs. difficult (AC) subject matter. No one method of instruction, ability level of instructors, or difficulty level of subject matter was found consistently to yield superior student achievement. Nor were there consistent interaction effects. Over-all there was a tendency for students to achieve slightly more under the programed method of instruction. Students' attitudes were more favorable toward the programed method of instruction when the subject matter was relatively easy (DC) than when the subject matter was difficult (AC). Instructors' attitudes toward programed instruction tended to be negative. Students and instructors agreed, however, that the programed materials were relatively easy to read. Though the programed method of instruction tended to be slightly superior in terms of objective tests of student achievement, both students and instructors thought that the programed materials should be used to supplement rather than to replace conventional methods of instruction. (Author).