The purpose of this study was to determine the relationships between academic achievement, rote learning, learning for understanding, cognitive style, and the medium of presentation (print versus television) for adult students in lifelong learning situations. A content learning package was prepared for presentation in the two media and administered to 181 subjects. Following this instruction, the subjects were tested for achievement and rote/understanding levels of learning. Analysis of the results indicated that subjects receiving the print treatment scored significantly higher on the rote level questions than they did on the understanding level questions. Subjects receiving the television treatment scored significantly higher on the understanding level questions than on the rote level. A significant relationship between cognitive style and achievement occurred. It also was found that field-independent subjects scored higher than field-dependent subjects on rote questions. (RL)