The purpose of this study was to determine if there is a significant difference in the achievement of students in shorthand and typewriting classes taught by a master teacher using automated instruction as compared with the achievement of students using the same method and material with an instructional assistant supervising the classroom. This study was concerned with 33 girls enrolled in two sections of shorthand and 49 girls enrolled in two sections of typewriting at the post secondary level for the entire 2 school years of their program. The findings indicate that there is no significant difference between the performance of shorthand or typewriting students taught with automated instruction and professional personnel and those taught in the same manner utilizing instructional assistants. Therefore it was recommended that professional teachers' time should be spent in more creative work such as preparing the material for the classroom, planning methods, and procedures to be followed, and coordinating the work of the assistants, rather than supervising skill techniques and proofreading papers which may be done as effectively by instructional assistants. With the automated method and semi-professional assistance, it should be possible to offer specialty courses even though the classes are small. (MM)