RESEARCH FINDINGS DERIVED FROM CLASSROOM COURSES OFFERED BY EDUCATIONAL INSTITUTIONS WERE REVIEWED. THE COURSES CONSTITUTED ONLY A SMALL PART OF THE FIELD RECOGNIZED AS EDUCATIONAL TELEVISION. PUBLIC RELATIONS PROGRAMS OR COMMERCIALLY SPONSORED PROGRAMS WERE NOT CONSIDERED. STUDIES REVEALED THAT TELEVISION STUDENTS HAVE DONE WITH TELEVISION, IT WAS FOUND THAT AFTER AN 8-MONTH PERIOD, TELEVISION STUDENTS SCORED HIGHEST, FOLLOWED BY IN-STUDIO STUDENTS, RADIO, AND FINALLY "READING-ONLY" STUDENTS. THE DEGREE OF FORGETFULNESS AMONG THE FOUR GROUPS WAS NOT SIGNIFICANTLY DIFFERENT, BUT WAS PROPORTIONAL TO THE AMOUNT LEARNED AND WAS INDEPENDENT OF THE MEDIUM BY WHICH THE INFORMATION WAS ACQUIRED. IN A COMPARISON OF THE THREE DIFFERENT METHODS OF PRESENTING INFORMATION BY TELEVISION (LECTURE, INTERVIEW, AND PANEL DISCUSSION) THERE SEEMED TO BE NO SIGNIFICANT DIFFERENCE AMONG THE THREE METHODS AS MEASURED BY AN IMMEDIATE INFORMATION POST-TEST. CLASS SIZE HAD NO EFFECT ON THE AMOUNT LEARNED, BUT LOW APTITUDE STUDENTS SEEMED TO LEARN BEST BY TELEVISION. NO DATE EXISTED ON THE SUBJECT MATTER TAUGHT BEST BY TELEVISION, BUT ADMINISTRATORS PREFERRED SCIENCE, SOCIAL STUDIES, AND ART. VIEWERS OF TELECOURSES RANGED IN AGE FROM 30 TO 40, WERE MOSTLY FEMALE, WITH AVERAGE YEARS OF SCHOOLING FROM 13 TO 14 YEARS. DROPOUT RATES DURING TELECOURSES SOMETIMES RAN AS HIGH AS 40 PERCENT, BUT STEADY VIEWERS WERE BETTER EDUCATED, HAD SPOUSES WITH MORE EDUCATION, AND HAD FEWER DISTRACTIONS. THE INSTRUCTOR WAS MENTIONED MOST OFTEN AS THE MOST LIKED FEATURE OF THE COURSE PRESENTATION. APPENDED ARE ABSTRACTS OF PERTINENT RESEARCH, AN ANNOTATED BIBLIOGRAPHY, AND RESULTS OF THE SURVEY CONDUCTED BY THE INSTITUTE OF COMMUNICATIONS RESEARCH.