A relationship exists between attitudes and some behaviors, and learners' attitudes are definitely influenced by mediated instruction. Attitudes can be defined and measured, using systematic processes such as self-reports, reports of others, sociometric procedures, or records. Researchers have examined the relationship between attitude positions and message design, so that a tentative set of guidelines for the relationship between these two variables could be proposed. Simonson (1979) suggested that favorable reactions toward instruction are developed by (1) using realistic, relevant, and technically stimulating media; (2) including new information; (3) presenting messages credibly; (4) involving learners in planning, production, or delivery of mediated instruction; (5) including guided post-instruction discussions and critiques; and (6) having learners experience purposeful, emotional involvement during instruction. A more definitive set of recommendations is needed. Media-attitude research has often had problems of definition, measurement, design, and follow-up. Future research requires attention to instrumentation, experimentation, media-aptitude-attitude interaction, and theory-based research. This paper includes 46 references. (LMM)