This study compared two different laboratory programs in a physical science course for nonscience majors. One program, Program X, centered around a continuing experiment where the students themselves attempted to function as a team of scientists. Program Y was a direct examination of scientists and their work by having the students study reports of contemporary scientific work and by having them visit and participate in discussion sessions with practicing scientists. The sampling population included 48 students registered for Physical Science I. Three teaching assistants taught the laboratory sections and each was responsible for one program Y section and one program X section. Null hypotheses were stated relating to recognition and formulation of hypotheses, testing of hypotheses and attitudes of scientists regarding their work. Testing instruments were used to measure differences. Student questionnaires and student interviews were used to measure the attainment of objectives as well as to measure students' interest and attitudes concerning the program and instructors. The analysis of covariance used with laboratory test scores yielded no significant differences when the variable aptitude was controlled for, nor for teacher effect. Student interviews indicated significant differences, but each in favor of their specific experiences within the respective groups. Program Y did require more teacher preparation. Program X was a more expensive program. (Author/EB)