Media adjunct programing (MAP) techniques for presenting individualized, self-paced instruction were compared to traditional instructor-classroom (TIC) techniques in an undergraduate pilot Weather course. The MAP group completed the course in significantly less time than did the TIC group, representing a 29 percent time savings. In addition, MAP students performed equally as well as TIC students on the posttest and retention test, had significantly lower state anxiety scores while learning the materials, and reported significantly higher attitude scores toward the instructional method they received. Predictions of an inverse relationship between state curiosity and state-anxiety were only partially supported, in that significant interactions were found between treatment conditions and flight groups. (PB)