This paper considers the style and structure of broadcast educational television programs in relation to learning outcomes, and proposes a study to identify those key factors which intervene or affect this relationship. The types of structure examined include simple or complex and self-standing or integrated programs, and types of style include didactic or open-ended, active or passive response, and neutral or polemic. The intervening variables considered in this study are learner's attitudes toward learning (open/structured/not interested); learner's perception of the learning task required in viewing the program; learner's prior knowledge relevant to the content of the program; learners' prior skills in using television for educational purposes; and the amount of mental effort learners of different kinds are prepared to invest in programs of different styles and structures. It is proposed that six example programs be used, with 10 to 12 interviews for each program, and at least one group viewing and discussion. In a school setting, a set of questions will be answered by two or three children together discussing the programs; for adults, postal questionnaires will be sent for each program to approximately 200 randomly selected students or other adults who have requested support materials for educational television programs. A description of the evaluation and data analysis processes and a schedule for completion of the study conclude this proposal. (EW)