Instructional television (ITV) has generally not shown significant differences in instructional effectiveness when compared to conventional instruction techniques. In an effort to gather more conclusive data about these previous findings, this study sought to compare two instructional modes, ITV and textual presentation. Eleven juniors in a teacher education program participated in the study. They received instruction in questioning techniques in preparation for the subsequent presentation of a videotaped microteaching lesson. The student teacher's performance was observed and analyzed from a variety of statistical viewpoints, and the results indicated that the more expensive ITV instruction failed to produce a criterion performance which differed significantly from that produced by the less expensive textual instruction. (MC)