The background, design, and results of the impact of an audiovisual-tutorial (AVT) package, Introductory Economic Theory, in introductory economics courses at the community-college level are discussed. A comparison was made of economic understanding and attitudes of 330 students from six similar colleges. One instructor at each school taught both control (lecture-discussion approach) and experimental (AVT films, tapes, worktexts) classes, covering the same content but differing in teaching method. Two forms of the Test of Understanding in College Economics (TUCE) were administered on first and last days of class. T-tests on pre- and post-TUCE scores and postcourse estimated weekly study time showed little difference between the groups. An analysis, using multiple-linear regression, showed that both groups spent equal time studying and achieved equal levels of economic understanding. Another multiple linear regression model was used on pre- and postcourse questionnaire data to investigate AVT effects on student attitudes toward economics. Few differences appear between both groups. Although the AVT approach might not be a more motivating teaching method, it might offer instructors and students an alternative to the conventional methods. (AV)