FIFTEEN COLLEGE STUDENTS ENROLLED IN TWO CLASSES (GENERAL ELECTRICITY AND INTRODUCTION TO ELECTRONIC THEORY AND PRACTICE) WERE STUDIED FOR ONE SEMESTER TO (1) EVALUATE THE EFFECTIVENESS OF USING THE AUTOTUTOR MARK II WHICH HAD BEEN PROGRAMED TO PERMIT INDIVIDUAL STUDY OF THE ABSTRACT THEORIES OF ELECTRICITY AND CURRENT APPLICATIONS IN INDUSTRY AND IN TEACHER TRAINING, AND (2) EVALUATE INITIAL LEARNER ATTITUDE TOWARD PROGRAMED INSTRUCTION AND SUBSEQUENT ATTITUDE SHIFT AS A RESULT OF CONTINUED EXPOSURE TO THIS INSTRUCTIONAL TECHNIQUE. THE STUDENTS WERE SEPARATED INTO THREE GROUPS--LECTURE-LABORATORY, PROGRAMED INSTRUCTION, AND CONTROL GROUP. THE AMOUNT AN INDIVIDUAL GAINED WAS COMPARED TO THE AMOUNT HE POSSIBLY COULD HAVE GAINED. NO SIGNIFICANT DIFFERENCE IN ACHIEVEMENT WAS NOTED IN THE THREE GROUPS AS MEASURED BY GROWTH. TABLES OF RAW DATA ARE INCLUDED. THE ATTITUDE EVALUATION STUDY OF THE PROGRAMED INSTRUCTION GROUP SHOWED A SHIFT FROM A HIGHLY POSITIVE TO A DEFINITELY NEGATIVE REACTION. THE STUDENTS WERE MOST CRITICAL OF PROGRAMED INSTRUCTION IN THE AREAS OF TEACHING SLOW LEARNERS AND QUALITY OF EXPLANATION. THE TEACHING MACHINE FAILED TO HELP THE STUDENTS BUILD DESIRABLE ATTITUDES TOWARD PROGRAMED INSTRUCTION. (PS)