Student achievement, attitude, and instructional efficiency were determined for hands-on and for live and videotape demonstration laboratories for nonscience majors. Each of 3 laboratory sections experienced 3 different teaching methods for one 4-wk unit. No significant difference in achievement was found among the laboratory methods. An attitude survey indicated a significant positive change in attitude toward live demonstration, with a negative change toward the hands-on and videotape methods. Videotape demonstration was the most economical method based on monetary and time expenditures, followed by live demonstration. Findings support using a variety of laboratory teaching methods, with the particular method based on appropriateness to students' learning needs; particular information, lesson, or unit of study taught; and instructional purpose.