To examine new approaches to film study, "Nothing But a Man," which portrays the difficulties encountered by a young Negro in the South, was taught experimentally in three 11th-grade English classes at Cheshire High School, Connecticut. A different method of approaching the movie was used in each class to determine effective teaching methods for varying abilities, materials helpful in preparing film study units, and the effects of films on students, teachers, and the English curriculum. One group viewed it without previous preparation, whereas the other two used study guides and film extracts before seeing the film. Discussions focused on stereotyped roles and attitudes reflected in the movie, on the meaning of the home and the archetypal "wanderer," or on filmic techniques. All approaches proved valuable because they were centered on the movie itself. For the experience of the film to be fully articulated, however, both the film and the philosophy and practices of screen education must be understood. (JB)