In a Biology laboratory for the non-science major, a series of programed booklets, 8mm cartridge films, and 35mm slides were used with standard laboratory equipment and materials. By the end of the second semester, 28 programed sequences with linear and branching strategies had been designed and tested. Students completed attitude questionnaires after each unit that helped decide sequential revisions for the spring, and lab quizzes that denied correlation between achievement and time spent in the laboratory. Programed laboratory units met their instructional objectives with the mean above 78% in all but one of the nine units tested and 86% of all student scores at the level of 70% or above. While 88% of fall students approved of this approach to laboratory instruction, units were subdivided and further coordinated with lectures for the spring. Among many conclusions were these: sequences reached pre-stated objectives for non-science majors; a laboratory station can serve at least 16-18 students during a 40-hour week; time for sequence completion varies, and new objectives may be added to such a course. Quiz and questionnaire results, selected student comments, and lists of terminal objectives are given. (TI)