Two automated teaching systems were evaluated in Alaska to indicate the problems and benefits derived from modern educational technology in two rural schools (Tanana State School and Nenana City School) and an urban career center (the Adult Career Development Center) during the 1973-74 school year. Interviews, questionnaires, and classroom observations were used to collect data on this teaching method compared to others and the applicability of this approach to rural students. Teacher and student attitudes toward automated teaching as an alternative were reflected in the answers. The benefits of automated teaching were that automated instruction provided an alternative way of teaching; it was an innovative approach that motivated low achievers, and offered the multisensory stimulation, repetition, and/or drill needed by some students. Individualized, as well as limited group instruction, freed the teacher to help in areas most needed. The skills being taught were well planned to expose the student thoroughly to that area and content relevant to his interests. The biggest problems faced were breakdown of equipment and time spent for coordination of audio to visual. The financial expense of programs and machines was not closely examined since equipment was donated for the use during the school year, but when planning for rural education, all costs and benefits should be examined closely to find out if automated teaching is effective in meeting rural students' needs for a reasonable expenditure. (NQ)