The major hypothesis was that students whose teachers received training in the use of media would attain higher mean achievement scores than students whose teachers received no media training. Testing of third-grade students in reading, language arts, arithmetic, and intelligence did not support the hypothesis. However, teachers who had been trained in the use of media did use them more and were more favorable toward their use. The utilization and attitude findings were determined by questionnaires and observations. The results of the study are judged inconclusive, and questions are raised about the correlation between total learning and that learning sampled by standardized achievement tests. (JK)