The major purposes of this study were to evaluate the effect of the use of slide/tape units as an instructional aid for the teaching of laboratory technique in the college general chemistry laboratory and to determine if special instruction in creativity would effect creativity in chemistry. The units were evaluated under three conditions of student use: (1 and 2) required and optional viewing prior to the laboratory in a resource center; (3) viewing during an in-the-laboratory presentation. Tests for evaluation of improvement in laboratory technique and creativity in chemistry were designed to assess student competency in these areas. Analysis of laboratory technique pre- and posttest scores indicated a significant improvement at the .05 level. Analysis of posttest scores indicated that three experimental sections excelled over a control section in laboratory technique at the .05 level of significance. Analysis of creativity pre- and posttest scores of all sections indicated a significant improvement. In the posttest scores no significant differences were detected. The findings of this study most likely to have long-range implications were thought to pertain to the students who used the slide/tape units on an optional basis. These students seemed to be good judges of their individual needs and selected instructional materials from which they received most benefit. (Author/EB)