Findings of the study described in this report indicate that the attitudes of library school students toward library automation were not changed significantly by a semester of relevant coursework. It has been hypothesized that these students would have a somewhat negative attitude toward automation, but that through relevant course instruction their attitude would become more positive. The control group--a class in children's literature--and the experimental group--a class in library automation--were given a pre-test at the beginning and a post-test at the end of the semester. It was expected that exposure to library automation in the experimental group would significantly alter post-test response. The Semantic Differential (SD) test of Ford and Young, with some modification, was used to assess attitude. Attitudes of the students as measured by the 15-concept, 20-item, bipolar scale semantic differential test were shown to be only slightly positive. No significant change, positive or negative, was shown by a re-test after the duration of a semester. Included are statistical data tables, t-test scores, a sample questionnaire, and mean scores by concept. (CWM)