Introductory psychology students were subjects in an investigation to determine the covariation among achievement, attitudes toward a course, and attitudes taught as part of a course. In addition, data obtained allowed for evaluation of two theoretical models of pretest sensitization, the first in terms of learner involvement and the second in terms of pretest position. A total of 1,324 subjects received from one to five repeated measurements of the three variables, achievement, attitude toward the course, and attitude toward psychology. Curves were fitted to each variable over time. The resulting regression equations were compared as functions describing the variables under study. Partial correlation coefficients were used to assess the relationship between attitude scores and the final achievement score. Curves were fitted to high, medium, and low groups of each initial test distribution to assess pretest sensitization as a function of initial test distribution, while data on the three different variables was considered to represent three levels of involvement. Increase in achievement was best described by third and fourth degree equations. Attitude toward psychology did not change appreciably over the course of instruction. Attitude toward the course consistently declined. There was no evidence for either model of pretest sensitization. (LS)