This report summarizes two case studies conducted in 1979-1980 in a combined fifth-sixth grade special class for talented and gifted pupils in a large Oregon school district and a sixth grade self-contained classroom in a small school district, both of which were using ThinkAbout, a series of 60 15-minute instructional television programs designed to strengthen the reasoning skills of fifth and sixth graders, and to review and reinforce language arts, mathematics, and study skills. Four questions are used as a focus for summarizing observations and reflections on teacher attitudes toward using instructional television and the effects of instructional television on children: (1) If ThinkAbout is primarily a series on problem solving, whose problems does it solve? (2) What kind of teachers use a program like ThinkAbout? (3) What are some of the old and new important lessons to be learned as a result of ThinkAbout's first year? and (4) What are some broader issues related to instructional television that have been suggested by the field study? Findings discussed indicate that some teachers seem categorically opposed to using instructional television; users range from very causal viewers to committed proponents; and reasons for using television include many factors in addition to purely instructional ones. (LMM)