TWO STUDIES IN CLOSED-CIRCUIT INSTRUCTIONAL TV WERE PERFORMED AT MICHIGAN STATE UNIVERSITY. CLASSES SUBJECTED TO THE STUDY WERE SOCIAL SCIENCE AND ADVERTISING. THE OBJECTIVE WAS TO MEASURE COURSE RELATED STUDENT ATTITUDES. THE SOCIAL SCIENCE PROJECT WAS CONDUCTED OVER 3 DAYS. STUDENTS WERE DIVIDED INTO 18 EXPERIMENTAL GROUPS, SOME RECEIVING LIVE AND SOME TELEVISED INSTRUCTION, AND 2 CONTROL GROUPS. THE INSTRUCTOR GIVING THE TELEVISED LECTURE WAS PRESENTED TO THE STUDENTS AS HAVING LOW, NEUTRAL, OR HIGH PRESTIGE. ATTITUDES TOWARDS INSTRUCTIONAL TV, THE INSTRUCTOR AND CONCEPTS FROM THE LECTURE WERE MEASURED ON A SEMANTIC DIFFERENTIAL SCALE. LEARNING WAS MEASURED AFTER THE LECTURE AND AGAIN AFTER 8 WEEKS. THE ADVERTISING PROJECT WAS A LONGER ANALYSIS OF VARIANCE OF A LIVE CLASS, A STUDIO CLASS, AND A TV CLASS. ONE INSTRUCTOR TAUGHT ALL THE CLASSES. ATTITUDES WERE MEASURED BY SEMANTIC DIFFERENTIAL, LEARNING BY REGULAR ASSIGNMENTS AND EXAMINATIONS. THE MOST SIGNIFICANT FINDINGS OF BOTH PROJECTS RELATED TO STUDENT LEARNING. STUDENTS RECEIVING TELEVISED INSTRUCTION DID POORLY COMPARED WITH THOSE CONVENTIONALLY TAUGHT. INSTRUCTOR PRESTIGE, PRIOR EXPOSURE TO INSTRUCTIONAL TV, AND STUDENT ABILITY DID NOT INTERRELATE SIGNIFICANTLY. PREVIOUS STUDIES IN EDUCATIONAL TV ARE REVIEWED. (MS)