The principal purpose of this study was to investigate methods of teaching dramatic literature; additional information was obtained on the practical problems involved in educational research and the utilization of some basic aspects of fractional factorial design. Disagreement between English teachers and professional theatre personnel about the best methods of preparing students to attend dramatic productions led to a 6-month study that involved 52 teachers and more than 1300 students. Study materials were supplied to students in conjunction with their classroom discussions and the viewing of two plays. Independent variables considered for each play were (1) intensity of study of the background, (2) intensity of study of the text, (3) timing of the classroom treatment, and (4) content of the classroom treatment. Fifteen dependent measures were used. Results from 11 tests indicated that few significant effects were achieved through manipulation of the variables, and that the positions taken either by the educators or the theatre people about the effects of classroom practices were not supported. (Extensive discussion is presented on the research design and appendices include sample tests and tables of results.) (LH)