Linearly programed materials used with musical references on magnetic tapes were compared to conventional listening materials used outside the classroom and to assignments for a college music course. The point of the comparison was to ascertain whether or not the programed materials significantly improved students' aural perception of the structural components of form relating to specific musical compositions. Over 300 non-music majors in three classes were rated at one of 10 levels according to their performance on a music achievement test and then assigned at random to six treatment groups and a control group for each class. The evaluative devices used following treatment were tests for five specific skills, a follow-up test for transfer, and a preference inventory. Results indicated that the programed materials increased the students' perception of musical form in the works studied to a significantly greater degree than did the conventional materials. But there was no significant indication that the programed materials led to greater transfer of learning than did the conventional materials. Preferences for particular compositions were not affected by studying the programs. The students indicated on a questionnaire that they preferred the programmed materials to the conventional ones. Experimental materials are appended. (BB)