A study examined the effects of aesthetic, efferent, and aesthetic/efferent teaching approaches on 38 English secondary preservice teachers' responses to literature. Three classes received intensive instruction on L. M. Rosenblatt's concept of aesthetic and efferent stances through one semester. However, one class was introduced and responded to four works of Black literature aesthetically, one class responded efferently, and one class responded aesthetically/efferently. Subjects were involved in either written or oral activities and rated the stories to indicate their preference. Qualitative investigations of oral and written responses revealed differences in the nature of responses. Analysis of the effect of instructional approach on story rating revealed a significant interaction between teaching approach and text. (A figure of data is included; lists of aesthetic, efferent, and aesthetic/efferent probes for "Roll of Thunder, Hear My Cry" are attached.) (Contains 12 references and a list of the literature cited--4 items.) (Author/RS)