Since 1989, Channel One has broadcast a 10-minute newscast with two minutes of commercials. In exchange for receiving the Channel One broadcast, schools promise that 90% of the students will watch Channel One for 92% of the time; that each program must be watched in its entirety; that a show cannot be interrupted; and that teachers cannot turn the program off. The MTV-like commercials are beamed into 40% of America's classrooms, selling such products as Sega video games and Snicker's candy bars. This study examines the ways that students responded to these "required" commercials. This study focused on four main questions: (1) How well do students know these commercials? (2) How do students think about these commercials? (3) How do students evaluate these ads? and (4) How do these commercials affect students' behavior? Over a 2-year period (1993-1995), approximately 200 rural Missouri children were interviewed and the effects of mirroring, blurring, and replaying are discussed. One main reason students know these commercials so well is because they often parrot ads back or "mirror" commercials, usually word-for-word. When evaluating commercials and their own thinking about them, students often confused (or blurred) brand names with the action associated with them; in addition, real commercials were confused with "public service announcements." Replaying commercials was the most common way that ads affected children's behavior. Replays of commercials can also appear in objects that students complete in art class. Overall, the way that students watched the commercials indicated that the image supersedes both the word and the object; students need to know that the layers of imagery in commercials are just representations of reality. (AEF)