The effects of various interactive video instructional control options and practice on learning were examined in this study. The interactive video lesson was a 30-minute videotape designed to introduce cardiopulmonary resuscitation (CPR). Subjects were 48 graduate and undergraduate volunteers, none of whom had prior experience with CPR or interactive video. Students were randomly assigned to one of three instructional treatments with the following locus of instructional control versions: (1) designer imposed, following a predetermined path through the lesson dependent on responses to embedded practice questions; (2) learner selected, allowing individual control decisions at certain points; or (3) linear, with no options for control or imposed decisions for remediation or question repetition. A posttest was administered to assess the learning of facts, procedures, and problem-solving skills. Both the designer imposed and learner selected groups performed better than the linear group, and scores on practiced items were higher than non-practiced items for each type of learning. These effects were greatest for factual learning and least influential for procedural learning. Supplemental materials include 41 references, sample practice questions, and a graph showing the interaction between practice and type of learning. (MES)