In order to study the effectiveness of programed material in problem solving, four programed lessons were constructed and administered by audio-tape, 35mm slides, and a printed manual. The details of these programs, as well as the tests to evaluate them, are described. An outline is presented of a multi-media approach to technical physics of which these programs are a part. Evidence is given which indicates that the programs may have improved the student's problem solving ability; however, no statistical significance between means for the methods was found. Evidence is also given which indicates that the difficulty that students encountered in solving problems might be due to reading difficulties. (BC)