A study investigated whether there would be any significant difference in the academic achievement of primary grade students when learning science through the use of textbook instruction or literature-based instruction. Two third-grade classes in Paterson, New Jersey, were involved. The experimental group, (a class of 24 students), was instructed by a researcher, a library media teacher, using a literature-based (trade book) approach on a science unit about animals. The control group (of 23 students) was instructed by its classroom teacher using a science textbook for the same unit in science. A final unit test was administered to each group upon completion of the area of study. Results indicated no significant differences between the two instructional approaches in their relation to academic achievement. (Contains one table of data and 38 references. Appendixes contain raw scores for both classes.) (SR)