A study was conducted to address whether in-service teacher utilization training leads to better use of educational television by teachers and whether teacher-led activities supporting telelessons impact on student learning. Past studies show conflicting results and suggest inadequate teacher preparation as a cause. Four television programs on safety were given to eight third-grade classes, with four teachers receiving television utilization training (experimental group) and four teachers getting no training (control group). Training consisted of two one-hour sessions involving visual literacy, basic utilization methods, project information, program previews, and fantasy ideas. Pre- and post-tests on telelesson objectives were administered to students, and teachers completed questionnaires on the nature and extent of classroom activities supporting the telelessons. In addition, teachers in the experimental group completed evaluations on the utilization training. It was found that (1) telelessons significantly impacted on student learning for all classes, (2) there was a trend toward greater achievement in experimental classes, and (3) the nature of classroom activities was related to student achievement, but sheer number was not. Instruments used in the study are appended. (BK)