The ue of hands-on models in teaching protein synthesis, in comparison to traditional expository methods, has been shown to improve the content achievement of biology students. The purpose of this study was to evaluate a set of models and the accompanying laboratory exercises in terms of content achievement and attitude toward biology and biochemistry. Discussion includes procedures, subject, data collection, and the findings of the study. Appendices include the pre-test and follow-up test, post-test and semantic differentials used to evaluate biology and biochemistry attitudes. It was found that attitudes toward biology and biochemistry among the students in the sample were significantly higher among model-using students, but the content achievement of model-using students was not significantly different from students not using models. (CW)