The question dealt with in this report is whether a general and introductory principles of economics class can be conducted without traditional lectures and yet achieve the goals of the survey course at least as well as the typical lecture approach, while continuing to be at least as attractive to undergraduate students enrolled therein. The assumption herein is: if the experimental group does at least as well as the control section and is at least as attractive to students when the instructor is freed from the traditional lecture, then the instructor is limited in the total number of students he can handle only by strictures of discussion group size. In this context, the instructor is freed to use the scheduled classroom time to innovate and mitigate particular groups and individuals in the class. Results indicate that lecturing is not always the best way to conduct introductory survey courses composed of large numbers of students meeting a requirement, particularly in disciplines where adequate content materials are available. Communicating information and motivating inquiry, however, is an important dimension of any such course. It is felt that valuable faculty time and energy should be reserved for dealing with students when the students feel that they need help or are inspired to move beyond goals that have been established for them. (Author/HS)