To investigate the affective and cognitive gains produced in an auto-tutorial world civilizations course, two groups of students were compared. A traditionally-taught (TT) section of 145 students and an auto-tutorially (AT) taught section of 140 were given pre- and posttests and used the same text and Modular Learning Program. The TT section achieved a higher pre-test mean score and showed a more positive attitude to the subject of history than the AT group. The TT section met three times weekly; the AT group met three times during the semester and were given a choice of three options for individual study. At the end of the experiment, the AT section had a higher mean score on the post-test and gave more positive evaluation of the course than those in the TT section. (SK)