The study described in this paper was conducted to show how the affective domain of learning (development of attitudes, values, and appreciations) superimposes on teaching objectives in the cognitive domain. The study reviews set inductions of music lessons taught by undergraduate students majoring in elementary education over an 8-year period. Participants in the study were 665 undergraduates who micro-taught 333 music lessons in teams of 2 to public school students of kindergarten, third, fourth, or sixth grade levels in an on-campus demonstration classroom setting. Four modes of set inductions were observed and evaluated utilizing a three-point (ineffective, effective, very effective) rating scale. The modes included use of audio/visual materials; suggestion through lecture (telling/describing); modeling by demonstration; and discussion using questioning techniques. All were based on class participation through activities involving teacher-student interaction. An evaluation of lessons revealed that: the most effective lessons contained set inductions using audio/visual aids; the technique of suggestion through telling and describing was the second most frequently utilized mode of set induction; and a combination of discussion using questioning techniques ranked third. (LL)