The relative effectiveness of two ways of structuring and presenting 24 clock hours of preservice and initial inservice vocational-industrial teacher education lessons was determined by comparing: (1) an integrated lecture-discussion course presented by qualified vocational-industrial teacher educator, with (2) a packaged course consisting of 16 mm sound film presentations followed by group discussions (with related guides and materials). The sample of 30 prospective teachers was randomly enrolled in either a summer or fall section of the course, which subsequently was divided into experimental and control groups. Several statistical analyses were applied to the data. While subjects in the film-discussion groups showed consistent and statistically superior performance on the criterion tests, these differences were not reported as being educationally significant. However, the film-discussion appears to be a more efficient method of instruction since it provides for consistency of presentation with a degree of adaptability and flexibility in discussion and has probable economic and convenience advantages. (CH)