Pupil learning about evolution under different types of instruction is examined. A branching style program in which written responses were required was compared with a program in which the same material was presented in straight narrative style. The project compiled and analyzed test results from 115 fifth-grade students. The students were divided into two groups, one of which was assigned a programmed text on evolution; the other was assigned a parallel narrative version. Results from a posttest and retention test indicated the programmed text to be significantly superior to the nonprogrammed text in teaching elementary school students about evolution. The results of a questionnaire on attitudes of the children toward presentation of the material on evolution indicated that they viewed both texts favorably, with slightly greater preference for the programmed text. The author concludes that the overall favorable attitude of the students to both texts could possibly be attributed to a novel approach. Tables and references on works relating to programmed instruction, audiovisual communication, and learning processes are included. (Author/DB)