Three randomly selected third grade classes participated in a study to discover the value of guided television watching on listening skills. The first class was a control group and received no special instruction or treatment, the second class received daily listening lessons, and the third group watched television guided by the use of teacher questions asked ahead of time to arouse the children's interest. A pretest and posttest on listening were given each of the groups. The pretest scores showed little difference among the groups. On the posttests, the group exposed to guided television watching scored higher than did the other two groups on both the vocabulary test and the posttest paragraph. The group that had been taught listening skills had the second highest scores. (TJ)