This document reports the results of an evaluation of the protocol film series "Concepts and Patterns in Teacher Pupil Interaction." Both concept acquisition and user reactions were evaluated. Concept acquisition was tested using two studies, a pre- and posttest design and a posttest only design. Experimental groups in both studies scored significantly higher on the posttest than the control group did, and the pre- and posttest group scored higher gains than the posttest only group did. To test user reaction, an instructor questionnaire consisting of 14 Likert scale items and a student questionnaire consisting of 20 items were developed. Instructors felt that: (a) the quality of the film was good; (b) the concepts stressed in the series were clearly defined and understandable; and (c) the materials were applicable in a wide variety of instructional methods, groups, and settings. Analyses of student responses show that they felt that: (a) the films were worth the class time spent on them, (b) the purpose of the films was clear, and (c) the concepts emphasized in the film would be valuable to them in the classroom. Results of the study show that use of the film led to an overall gain in the ability of students to categorize classroom behavior in terms of a specified set of concepts. The conceptual clarity, instructional utility, and technical quality of the films in the series were established for a heterogeneous sample of graduate and undergraduate preservice and inservice teachers. (HMD)