THE STUDY ATTEMPTED TO DETERMINE (1) WHETHER THE DRIVING SKILLS, ATTITUDES, AND KNOWLEDGE OF STUDENTS TAUGHT BY A MOVIE-SIMULATOR CENTERED COURSE DIFFERED SIGNIFICANTLY FROM THOSE OF STUDENTS TAUGHT BY DUAL-CONTROL CAR CENTERED COURSE SUPPLEMENTED BY THE SIMULATOR FILMS WITHOUT THE USE OF THE SIMULATOR AND (2) WHETHER INSTRUCTIONAL TIME IN THE SIMULATOR COULD BE REDUCED FROM 9 TO 6 OR 3 HOURS WITHOUT DECREASING LEARNING EFFECTIVENESS. THE STUDY INVOLVED 465 STUDENTS IN TWO HIGH SCHOOLS USING FOUR DIFFERENT TREATMENTS--A CONVENTIONAL TRAINING PROGRAM, A 9-HOUR SIMULATOR CENTERED PROGRAM, A 6-HOUR AND A 3-HOUR SIMULATOR PROGRAM. TEN-DAY CONCENTRATED COURSES WERE APPARENTLY MORE EFFECTIVE AND EFFICIENT THAN COURSES SPREAD OVER APPROXIMATELY 4 WEEKS. GENERALLY THE 6- AND 3-HOUR SIMULATOR COURSE STUDENTS MADE FEWER ERRORS IN PRACTICE DRIVING THAN DID THE 9-HOUR SIMULATOR AND NON-SIMULATOR STUDENTS, AND THE 3-HOUR SIMULATOR COURSE RESULTED IN FEWER PRACTICE DRIVING ERRORS THAN THE 6-HOUR COURSE THOUGH NOT TO A SIGNIFICANT DEGREE. THE SIGNIFICANCE WAS IN THE PRACTICAL AREA OF LESS EXPENSE FOR THE SHORTER TRAINING TIME. APPARENTLY, THE FIRST FOUR INSTRUCTIONAL FILMS WERE THE MOST EFFECTIVE SINCE THEY WERE USED DURING THE FIRST 3 SIMULATOR HOURS. THE USE OF SIMULATOR MOVIES IN THE REGULAR CLASSROOM WITHOUT THE OTHER SIMULATOR EQUIPMENT SEEMED TO BE OF VALUE. GIRLS SEEMED TO HAVE HAD A BETTER CHANCE OF PASSING THE OPERATOR'S LICENSE TEST THE FIRST TIME IF THEY HAD SIMULATOR TRAINING. FILM CONTENT, QUIZZES, THE HARRISBURG DRIVER EDUCATION TEST, THE MODIFIED NEYHART ROAD TEST CHECK LIST, AND TABULAR DATA RELATIVE TO THE EFFECTIVENESS OF THE SIMULATOR TO DIFFERENTIATE BETWEEN GOOD AND POOR STUDENTS ARE INCLUDED. THE FIRST PHASE OF THE STUDY IS DESCRIBED IN ED 003 231. (EM)