Investigated were the effects of a carefully sequenced program of integrated media on achievement and affective responses of students in a multi-media systems approach to Harvard Project Physics. Five Harvard Project teacher field consultants were selected to teach the multi-media package, and five others were selected as comparison teachers to teach the unit in the traditional way. Teacher characteristics, school and community types, and teacher experience were closely matched. Achievement differences between groups were insignificant but slight achievement differences did exist between classes. High and low achievers in the multi-media classes showed gains higher than students from the same groups in comparison classes. The multi-media systems approach provided a way of integrating a variety of media and methods related to individual instruction sequenced to fit a prescribed time period without decrease in achievement gains. The multi-media approach increased interest and increased level of enthusiasm in studying Harvard Project Physics. (GR)