The "Education Through Vision" curriculum has undergone continuous evaluation and modification of the audiovisual instructional materials and classroom activities relevant to its objectives. Seventeen pilot "Education Through Vision" classes were conducted with junior high and high school students to identify variables upon which the curriculum has significant effect and to determine achievement levels in various areas of course content. Random halves of the total sample were measured before and after class participation to determine the effect of the curriculum on such cognitive variables as field dependence and originality. Data were analyzed separately by sex via multivariate and univariate analyses of covariance with verbal and mathematics ability scores as covariates."Education Through Vision" classes did not exhibit significant gain over comparison classes on the nine cognitive variables studied. A specially constructed end-of-course achievement test was administered and item difficulty data examined for clues to the relative strengths and weaknesses of various curriculum areas. In general, student achievements was high in areas corresponding to stated curriculum objectives such as heightened awareness of light and color. Achievement was lower in unstressed areas such as color terminology and knowledge of the formal principles of design and balance. (LS)