A 10-minute videotape program that reviews library skills was evaluated with 8 fifth and sixth grade classes in the St. Louis area to determine both the effectiveness of the program itself and the method of formative program evaluation. The program used videotaped slides to present program ideas. Questions focused on whether students who viewed the tape improved in the specific library skills presented, the level of sophistication of fifth and sixth graders as library users, their library experience, whether they liked the videotaped slide sequence, and whether students perform library tasks differently in groups than individually. Results of both pre- and post-testing and testing without exposure to the program indicated that the review of library skills provided in the videotape did not serve to raise student's scores on written tests of library skills. The research methodology was determined to be both economical and fruitful for formative evaluation. The production approach using slide to tape was liked by most students, but a number of questions concerning its efficacy remain. (Author/LMM)