Because of course difficulty and dryness, students of elementary accounting often have poor grades and manifest low interest and a 40-50% dropout rate. In answer to these problems, an experimental multimedia approach to teaching the accounting cycle was tested with 58 students against a control group of 62. Both groups consisted of male and female junior college students from 18-27 years old. The traditional approach involved instructor lectures, while the experimental aapproach integrated audiovisual materials with lectures and included an audio-tutorial mode session of individualized instruction in the multimedia laboratory. Study time was approximately equal for both groups, and mental ability, achievement, and attitude were measured for each participant. Although there were no significant differences in achievement and attitudes toward the course between the two groups, students in the experimental section indicated a satisfactory attitude toward the multimedia approach, and a preference for the combined individualized session and lecture instructional method. Students rated the lab experience as valuable two to one. The study suggested the possibility of such additions to the multimedia arrangement as a tutorial during the individualized session, unlimited lab use for study, review, and make-up, and an opportunity for students to borrow audio-visual materials for home study. Testing instruments are included. (TR)