This pilot study explored teacher characteristics as they influenced the use of "Exploring Nepal," a cognitive learning-based interactive video system for middle school students. Specifically, the study sought to narrow down a variety of teacher characteristics that may influence the quality of their interaction with the videodisk. The initial list included psychological types (as measured by the Meyers-Briggs Type Indicator), number of years teaching experience, preferred teaching strategies, preferred learning mode, concerns with technology, and teaching philosophy. Five social studies teachers completed the Meyers-Briggs Type Indicator (Form G, self-scoring) and a background questionnaire prior to interacting with the videodisk. An electronic tracker monitored each participant's progress through the program. Follow-up measures consisted of a questionnaire and a structured interview asking about the projected use of the videodisk in the classroom, suggested implementation activities, and teacher perceptions of its potential. Findings indicate that the salient characteristics influencing teachers' interaction with "Exploring Nepal" are psychological types and previous experience with media (videocassette recorders in general and Macintosh computers in particular). Four dependent variables--amount of detail, linearity of selections, use of elaborative functions, and use of technical controls--were identified and quantified by the tracking mechanism and were used to refine the research questions. (11 references) (GL)