THIS STUDY ASSESSED THE VALUE OF A COMBINATION OF PROGRAMED INSTRUCTION AND THE CASE METHOD AS A GRADUATE-LEVEL TEACHING TECHNIQUE. TESTS, SYLLABI, AND PROGRAMED CASE STUDIES WERE DEVELOPED FOR CLASSES IN SCHOOL LAW AT FOUR UNIVERSITIES. THE STUDENTS WERE PRE- AND POST-TESTED AND WERE RATED ON BOTH ACHIEVEMENT AND AN OPINION SCALE. IN THE POST-ACHIEVEMENT AND RETENTION TESTS, THE EXPERIMENTAL GROUPS SCORED HIGHER THAN THOSE IN THE CONVENTIONAL CASE STUDY-DISCUSSION GROUPS. HOWEVER, NO DIFFERENCE COULD BE FOUND IN THE STUDENT ATTITUDES IN EITHER GROUP. THE CONCLUSIONS STATED THAT SUCH A PROGRAM APPEARED QUITE SUITABLE FOR LIMITED USE AS A GRADUATE-LEVEL TEACHING TECHNIQUE AND SHOULD PROVE SUITABLE IN THE AREAS OF MEDICINE, LAW, AND SOCIAL WORK. RECOMMENDATIONS FOR FURTHER STUDY SUGGESTED AN EXTENSION OF THE WORK FOR ADDITIONAL UNITS ON OTHER TOPICS AND A STUDY OF READING ABILITY AND ITS RELATIONSHIP TO ACHIEVEMENT AND STUDENT SATISFACTION WITH PROGRAMED MATERIALS. (PM)