THE USE OF TELEVISION FOR INSTRUCTIONAL PUPOSES IN THE SCHOOLS OF HAGERSTOWN, MD. HAS CREATED A CHANGE WHICH HAS BEEN PROFITABLE AND ADVANTAGEOUS TO THE SCHOOLS. PUPIL CONTROL IS EXTREMELY HIGH, ADMINISTRATORS ARE ABLE TO REDEPLOY TIME AND EFFORT OF TEACHING IN MORE MEANINGFUL WAYS, LESSONS ARE SUPERIOR IN QUALITY AND RICH IN MOTIVATION, COST IS NOT EXCESSIVE OR UNREASONABLE, SCHOOL PROGRAMS HAVE BEEN BROADENED AND ENRICHED FROM GRADES 1-12, FEWER TEACHERS NEED TO BE EMPLOYED DESPITE INCREASED ENROLLMENT, OPPORTUNITIES TO PROVIDE INSERVICE TRAINING HAVE BEEN SOUGHT AND USED, FLEXIBILITY HAS BEEN ADDED TO THE SCHOOL PROGRAM, AND STAFF HAS BEEN ENTHUSIASTIC. AN ANALYSIS OF THE LEARNING PROCESS SHOWS THAT TELEVISION IS USEFUL FOR MOTIVATING AND STIMULATING, PROVIDING INFORMATION, DEMONSTRATING, SHOWING IMPLICATIONS, ENRICHING BACKGROUNDS, PROVIDING COMMON EXPERIENCES AND CHALLENGING PUPILS TO ASSUME MORE RESPONSIBILITY FOR THEIR LEARNING. PROCESSES WHICH CANNOT BE CARED FOR BY TELEVISION AND WHICH MUST BE DIRECTED BY A SKILLFUL TEACHER ARE--CONDUCTING CLASSROOM DISCUSSIONS, CLEARING UP MISUNDERSTANDINGS, DEVELOPING AND SUPERVISING LONG-RANGE GOALS OF THE COURSE OR OF THE PUPIL, HELPING PUPILS APPLY KNOWLEDGE LEARNED, AND EVALUATING PUPIL PROGRESS. TEACHING TEAMS OF STUDIO AND CLASSROOM TEACHERS HAVE BEEN ORGANIZED TO WORK TOGETHER IN DEVELOPING LESSON PLANS AND PREPARING MATERIALS TO BE USED IN THEIR COOPERATIVE TEACHING PROCEDURES. TELEVISION VALUE DEPENDS UPON THE RESOURCEFULNESS AND ABILITIES OF THOSE USING IT.