This final report details the results of an experimental program sponsored by the Mississippi State University (MSU) Special Teaching Projects Program which examined the effectiveness of video materials in a college economics classroom. The empirical results indicate that when video lessons are used as part of a course, students demonstrate significant degrees of overall learning based on standardized pre- and post-test scores using the Revised Test of Understanding in College Economics (TUCE). However, the results also suggest that video instruction may be weak in generating certain cognitive categories of learning (e.g., the application of graphical and mathematical economic tools and the ability to apply explicitly stated economic concepts and relationships to solve particular problems), and that additional teaching techniques may be required to enhance the effectiveness of video usage. Copies of a subject release form and a demographic questionnaire are appended. (3 references) (Author/GL)