A study was conducted to determine the educational value and effectiveness of a one-credit library research course offered since 1981 at Slippery Rock University (SRU) in Pennsylvania. The course is based on a workbook adapted from the one used at Pennsylvania State University and students are required to complete workbook exercises and to compile a bibliography on 1 of a possible 25 topics. Based on t-test analysis of pretest and posttest results from an experimental group and a control group and on results of the administration of a Semantic Differential scale, it was found that there was a significant, positive gain in student knowledge of the library and student attitudes toward the library as a result of the course. One puzzling finding was that the pretest scores of the experimental group were much lower than those of the control group. This paper describes the study methodology and results, and also presents information on the history of library instruction at SRU and the objectives and design of the SRU library research course. Copies of the Semantic Differential form and the pre/posttest used to evaluate library attitudes and knowledge respectively are provided in appendices. (Author/ESR)