AN INVESTIGATION OF PROGRAMED INSTRUCTION MATERIALS FOR HIGH SCHOOL STUDENTS WAS UNDERTAKEN TO PROVIDE INFORMATION ON POSSIBLE CHANGES IN SELF-ACCEPTANCE ATTITUDES. THE SAMPLE INCLUDED 80 STUDENTS, RANDOMLY DIVIDED INTO FIVE GROUPS, FROM THE LINCOLN COUNTY HIGH SCHOOL, PANACA, NEVADA. TRADITIONAL ENGLISH INSTRUCTION USING CONVENTIONAL TEXTBOOKS WAS COMPARED TO PROGRAMED INSTRUCTION USING ENGLISH 2600 AND/OR EDL WORD CLUES. THE INDEX OF ADJUSTMENT AND VALUES (BILLS, JANCE, AND MCLEAN, 1951) MEASURED STUDENTS' ACCEPTANCE BEFORE AND AFTER EACH EXPERIMENTAL TREATMENT. THE MEAN DIFFERENCE OF THE MAJOR VARIABLES OF IQ AND ACADEMIC ACCEPTANCE SCORES BETWEEN EACH GROUP OF SUBJECTS WAS TABULATED AND COMPARED. IT WAS CONCLUDED THAT PROGRAMED INSTRUCTION MAY ENHANCE SELF-ACCEPTANCE. FURTHER ENGLISH 2600 MAY HELP TO PROMOTE A MORE POSITIVE ACCEPTANCE OF SELF WITH "EDL WORD CLUES" EXERTING A LESSER INFLUENCE. RECOMMENDATIONS FOR FURTHER STUDY ARE INCLUDED. (JM)