This document examines the educational output of three alternative approaches to introductory macroeconomics at the University of Notre Dame. The framework for evaluation consists of the cognitive and affective tradeoffs entailed by using a new experimental course as opposed to two more traditional courses. The experimental course is a freshman level course which emphasizes laboratory and computer programing to teach hypothesis testing and economics methodology. The other two courses, lecture and discussion, are more traditional in scope, although one of the courses emphasizes current economic problems. Results of the scores on the Test of Understanding College Economics indicate that students in the experimental courses had higher scores than one of the traditional courses. In the skills of application of economic principles, the experimental course students score better than the two traditional courses, while scoring the same or less on recognition and understanding of economics principles. The affective goals are measured by course evaluations, change and final attitudes toward economics as a discipline, and changes in opinions toward economic issues. Results of the study indicate that the experimental course had the highest student rating in spite of the heaviest work load. Students found the experimental course more useful and relevant than the other two. The experimental course ranked second in its ability to change student attitudes about economic issues. (DE)