THIS PROJECT WAS DESIGNED TO DETERMINE A SPECIFIC APPLICABILITY OF USING CLASSROOM DEMONSTRATION FILMS AS PART OF TEACHER EDUCATION PROGRAMS, INSTEAD OF THE CONVENTIONAL TECHNIQUE OF LIVE CLASSROOM OBSERVATION. A SERIES OF 20 FILMS WAS PREPARED FROM FOOTAGE OBTAINED DURING THE COURSE OF 77 MEETINGS OF A NORMALLY SCHEDULED CLASS IN THE UNIVERSITY OF ILLINOIS HIGH SCHOOL DURING 1 ACADEMIC YEAR. EACH FILM WAS 30 MINUTES IN LENGTH AND WAS DEVOTED TO ONE TOPIC FROM A COURSE IN BEGINNING ALGEBRA. THE FILMS WERE USED IN TRAINING A GROUP OF 34 TEACHERS AT A SUMMER CONFERENCE HELD AT THE UNIVERSITY. THE ATTITUDES OF THESE TEACHERS AND THE SUBSEQUENT PERFORMANCE OF THEIR PUPILS WERE COMPARED TO THOSE OF ANOTHER GROUP OF TEACHERS TRAINED AT A SIMILAR CONFERENCE HELD THE SAME SUMMER IN WHICH DEMONSTRATION CLASSES WERE TAUGHT BY AN EXPERIENCED TEACHER. THIS REPORT DESCRIBES THE FILMS, THE MANNER IN WHICH THEY WERE MADE AND USED, AND THE OUTCOMES OF THE COMPARISONS MADE OF THE TWO GROUPS OF TEACHERS. SUBJECT-MATTER COMPETENCE OF THE PUPILS TAUGHT BY THE TWO GROUPS WAS MEASURED BY 18 QUIZZES AND 3 UNIT EXAMINATIONS ADMINISTERED THROUGHOUT 1 SCHOOL YEAR. AN UNFORESEEABLE CIRCUMSTANCE WAS THE PLACEMENT OF ALL FOUR OF THE LEAST CAPABLE CLASSES IN THE ENTIRE COMPARISON SAMPLE IN THE HANDS OF TEACHERS TRAINED AT THE FILM OBSERVATION CONFERENCE. WHEN THE DATA FROM THESE CLASSES WERE INCLUDED, ONLY 1 OF 21 COMPARISONS SHOWED SIGNIFICANT DIFFERENCES BETWEEN THE GROUPS. FORECASTS OF DIFFICULTY OF TEACHING SUBJECT UNITS MADE BY THE FILM-TRAINED TEACHERS WERE FOUND TO MORE CLOSELY MATCH ACTUAL EXPERIENCE THAN FORECASTS BASED ON THE LIVE-CLASS DEMONSTRATION. (JC)