THIS STUDY INVESTIGATED THE USE OF AUDIOVISUAL STIMULUS MATERIALS TO CREATE POSITIVE CHANGES IN THE SCHOOL-RELATED ATTITUDES OF 128 NEGRO AND 88 NON-NEGRO DISADVANTAGED JUNIOR HIGH SCHOOL BOYS. EACH SUBJECT WAS INDIVIDUALLY SHOWN FOUR EXPERIMENTAL SLIDES WHICH WERE ACCOMPANIED BY INTERVIEWS WITH SIMILARLY DISADVANTAGED NEGRO YOUTHS AND A YOUNG ADULT NEGRO WHO HAD CONSIDERABLY BETTERED HIMSELF THROUGH EDUCATION. TWO SETS OF VARIABLES WERE STUDIED--(1) STUDENTS WERE EITHER FURNISHED OR NOT FURNISHED AN OPPORTUNITY TO CHOOSE WHAT SLIDE TO VIEW NEXT, AND (2) THEY WERE ALLOWED OR NOT ALLOWED TO RESPOND OVERTLY INTO A MICROPHONE. SUBJECTS WERE ADMINISTERED AN ATTITUDE INVENTORY BEFORE AND AFTER EXPOSURE TO THE EXPERIMENTAL TREATMENT. A CONTROL GROUP COMPLETED THE ATTITUDE MEASURES BUT WERE EXPOSED TO NONE OF THE PRESENTATIONS. DATA WERE ANALYZED BY VARIANCE AND T-TEST. ONLY THE METHOD THAT COMBINED A MULTICHOICE FORMAT OF PRESENTATION WITH ACTIVE PARTICIPATION WAS SIGNIFICANTLY EFFECTIVE IN PRODUCING POSITIVE SHIFTS IN ATTITUDE. NEGROES WITH LOWER IQ SHOWED THE GREATEST ATTITUDE CHANGE. (LB)