A description is provided of the scope of the metrication process, the curricular changes it will bring, and the role of instructional television in metric education. The cognitive and affective impacts of metrication upon adults and children are analyzed, along with the opportunity which it provides to re-examine the role of measurement in the curriculum. The metric system is described as one system of measurement, and anticipated curriculum changes are cited. Suggestions for teaching metrics are provided; attention is given to teacher as well as student needs. The report concludes with a consideration of the role of instructional television in metrication and measurement education. Factors associated with television which make it a desirable change agent are outlined; the value of a consortium approach is explored. Specific suggestions are provided for using television to implement metrication, including strategies for development, a time schedule, a program utilization plan, guidelines, and a topical outline of programs. (Author/PB)