THE PROBLEM WAS TO DETERMINE THE EFFECTIVENESS OF AN INDUSTRIAL ARTS PROGRAM PRESENTED TO COLLEGE-LEVEL LEARNERS, USING A MULTISTIMULI TEACHING MACHINE FOR TEACHING METAL SPINNING. IT WAS HYPOTHESIZED THAT INDUSTRIAL ARTS STUDENTS, WHEN PRESENTED A PROGRAM OF INSTRUCTION VIA A MULTIMEDIA DEVICE, WOULD ACHIEVE THE SAME DEGREE OF METAL SPINNING SKILL (AS MEASURED BY TASK COMPLETION TIME, AMOUNT OF METAL USED, AND CRAFTSMANSHIP QUALITY) AS SIMILAR STUDENTS TAUGHT BY A TRADITIONAL METHOD OF GROUP DEMONSTRATION, PRINTED INSTRUCTION SHEETS, AND A LIMITED AMOUNT OF INDIVIDUAL INSTRUCTION. PROGRAMED MATERIALS WERE PREPARED BY ANALYZING THE TASK OF SPINNING A FLARED ALUMINUM, ROLLED-EDGE BOWL. THE SUBJECTS WERE 20 METAL CRAFTS STUDENTS. TEN STUDENTS (CONTROL) RECEIVED THE TRADITIONAL DEMONSTRATION AND PRINTED INSTRUCTION SHEETS. THE OTHERS (EXPERIMENTAL) RECEIVED TOTAL INSTRUCTION VIA THE MULTIMEDIA DEVICE. BOTH GROUPS WERE OBSERVED ON THEIR METAL SPINNING TASK AS TO TIME CONSUMED (IN MINUTES), NUMBER OF TRIALS, AND INSTANCES OF SOLICITED ASSISTANCE. THE COMPLETED ALUMINUM BOWLS WERE THEN RATED ON QUALITIES OF FAITHFULNESS OF PROFILE, SMOOTHNESS OF SURFACE, AND NEATNESS OF ROLLED EDGE. AN ANALYSIS OF VARIANCE REVEALED THAT THE CONTROL GROUP CONSUMED SIGNIFICANTLY LESS TASK TIME THAN DID THE EXPERIMENTAL GROUP. IN ADDITION, THE CONTROL GROUP PREPARED HIGHER QUALITY BOWLS, BUT NOT SIGNIFICANTLY SO. TEACHING VIA THE MULTIMEDIA DEVICE CONSUMED MUCH MORE STUDENT TIME, BUT SIGNIFICANTLY LESS TEACHER TIME. (HB)