RESEARCH DETERMINED WHETHER STUDENTS WHO USED A TEACHING MACHINE MADE GREATER ACHIEVEMENT GAINS THAN STUDENTS WHO SPENT AN EQUAL AMOUNT OF TIME STUDYING BY CONVENTIONAL METHODS, WHETHER THE TEACHING MACHINE COMPENSATED FOR ABILITY DIFFERENCES IN STUDENTS, AND WHETHER THE TEACHING MACHINE COMPENSATED FOR POOR STUDY HABITS. SUBJECTS CONSISTED OF 103 UNIVERSITY STUDENTS. THEY WERE SPLIT INTO A CONTROL AND AN EXPERIMENTAL GROUP. PRETESTS TO DETERMINE INITIAL KNOWLEDGE AND FINAL TESTS TO DETERMINE KNOWLEDGE AT THE END OF THE EXPERIMENT WERE ADMINISTERED. STUDY HABITS WERE MEASURED BY THE BROWN-HOLZMAN SURVEY OF STUDY HABITS, AND VERBAL INTELLIGENCE WAS MEASURED BY THE VERBAL SCORE FROM SCHOOL AND COLLEGE ABILITY TEST. BOTH GROUPS WERE INITIALLY COMPARABLE ON ALL MEASURES. SEVEN CHAPTERS FROM THE TEXTBOOK WERE PROGRAMED FOR USE IN THE TEACHING MACHINE, AND WERE COVERED AT THE RATE OF ONE CHAPTER A WEEK. RESULTS INDICATED THAT THE TEACHING MACHINE WAS A VALUABLE STUDY AID. STUDENTS OF BOTH HIGH AND LOW ABILITY PERFORMED BETTER WHEN USING THE MACHINE. LOWER ABILITY STUDENTS PROFITED MORE. THIS PAPER WAS PRESENTED TO THE AMERICAN PSYCHOLOGICAL ASSOCIATION (1961).