The primary problem was to investigate the relationships between two methods of presenting biological information (lecture-laboratory and audio-tutorial) and students' attitudes toward biology and their terminal achievement. A total of 259 students from Grand Rapids Junior College, Grand Rapids, Michigan, participated while 136 students from Western Michigan University, Kalamazoo, were included. Four instruments were administered as pretests and posttests to collect data; two student information questionnaires were employed, one at the beginning of the course and the second at the end. The following are some of the results obtained: significant differences were not found between the mean scores on the pretests and posttests of attitudes for the students exposed to the audio-tutorial approach, significant differences were not found between the mean scores obtained by the two groups of students on the pretest for attitudes for the two teaching methods, and significant differences were not found between the mean scores obtained by the two groups of students on the postest for attitudes from both colleges. (Author/BR)