One component of the Computer Based Project for the Evaluation of Media for the Handicapped focused on the effects of introducing instructional media into classes for the educable mentally retarded. The study used the methodology of participant observation, whereby researchers: 1) gained entry to the classes, 2) established rapport, 3) recorded notes, 4) analyzed data and developed hypotheses, 5) made a final analysis, and 6) issued a report. Four major findings resulted. First, teachers exhibited a need for increased insights into and guidelines for media utilization. Second, the study showed that instructional delivery systems must conform to the teaching styles and schedules for individual teachers. Third, observation revealed that resources must be tailored to the teacher's needs, as these were perceived by the teacher. Fourth, teachers viewed their teacher peers as invaluable resources. The researchers concluded that to be successful, media-based programs must provide the teacher with system support and maintenance, must operate under procedures which conform to teachers' patterns, and must use peer influence and support to widen effective media usage. (PB)