The relationship between a fear of automation and teachers' attitudes toward a variety of instructional media is explored by comparing the attitude scores of teacher-education and computer science majors. Eighteen terms describing the instructional media were presented to both groups. Nine of the instructional devices were considered traditional, while the remaining nine were associated with automated instructional technology. The subjects, 78 undergraduate students, rated each term using six bipolar scales from the semantic differential. A repeated measures ANOVA lends further support to the hypothesis that a fear of automation is an important variable modifying teachers' attitudes toward instructional media. (Author)