This study is a revision of a previous study, sponsored by CEMREL, Inc. (see ED 041 903), whose principal purpose was to investigate methods of teaching dramatic literature; additional information was obtained on the practical problems involved in educational research and the utilization of some basic aspects of multivariate fractional factorial design. Disagreement between English teachers and professional theatre personnel about the best methods of preparing students to attend dramatic productions led to a 6-month study that involved 52 teachers and more than 1,300 students. Study materials were supplied to students in conjunction with their classroom discussions and the viewing of two plays. Independent variables considered for each play were (1) intensity of study of the background, (2) intensity of study of the text, (3) timing of the classroom treatment, (4) content of the classroom treatment. Fifteen dependent variables were used. Generally, the relatively few significant effects confirmed the supposition that English teachers preferred arrangements yielding the highest scores on the cognitive tasks; and the actors preferred arrangements maximizing scores in appreciation and affective response. Extensive discussion is presented on the research design, and appendices include sample tests and tables of results. (Author/DI)