Four combinations of two types of television lessons and two methods of classroom teacher follow-up were studied in order to identify how combinations of treatment affected pupil achievement and interest in science and how television instruction motivated learning in elementary schools. Pupils who were presented with unanswered questions designed to arouse curiosity and interest in science regardless of type of teacher follow-up, achieved significantly higher results on tests than pupils who viewed the same substantive material, presented in a direct expository manner giving explanations of phenomena. This involving 888 pupils indicated that television lessons and teacher follow up, supported by teacher previews of lessons in advance and teacher guides, constituted an effective approach to teaching elementary school science. Pupil interest in viewing the lessons and participating in the follow-up remained high over the experimental period. (GR)