This study reports an attempt to measure differences in learners caused by audio tape and lecture procedures in a social science course. The sample consisted of only two classes, both taught by the same teacher. Three measures were used in evaluation of the two procedures: (1) scores on the Allport-Vernon-Lindsey Study of Values; (2) scores on the Sequential Test of Educational Progress, and (3) final course grades. The research design followed pretest-posttest control group procedure. Among the conclusions, it was found that there is no significant statistical difference between the treatments as indicated by the three measures employed. There is substantial evidence that the experimental procedure (tape) is associated with lower drop-out rates than the lecture procedures. The instructor reported more active discussion in the experimental group. It is recommended that if costs, in terms of student and teacher time, are not prohibitive, the tape procedure be continued and refined. Replication of this study has produced similar results. (JC)