This study was aimed at determining whether there was a difference in attitude and achievement scores of undergraduate students enrolled in an instructional television (ITV) course when academic content was given three treatments: (1) by a regular faculty member who employed formal lecture- reading mode, (2) role player who employed formal lecture-reading mode, (3) trained communicator who employed informal lecture-reading mode. Two different ITV lessons were presented to three groups of 30 each with attitude measured by scores on a 14-item Likert device forcing responses re: ITV presentors, and achievement measured by scores on a 20-item multiple choice test to assess recall on lesson content. Reliability was conducted by split half, validity by concurrence; data by one way analysis of variance, and design was experimental. Results in two lesson runs, conducted to correct for maturation, produced hypothesis rejection for attitude (no significant difference regardless of treatment) and split results for achievement (a significant difference favoring the trained communicator in the first lesson run and no significant difference in the second). (Author)