While considerable research has been reported on cognitive outcomes of Personalized Student Instruction (PSI) courses, little information about affective outcomes of the PSI is available. In this study three methods of instruction including an introductory psychology PSI with no formal classes, an educational psychology with some formal classes, and a traditional-taught introductory psychology with all formal classes were used to investigate affective outcomes. Students responded to 12 items designed to sample various levels from the Taxonomy of Educational Objectives: Affective Domain. In the last item students ranked all the courses they were taking that semester from most favorite to least favorite. The results indicate no significant differences in affective outcomes. Combining scores across all items show a very small advantage for the PSI students. It is clear that PSI students, who are not exposed to a program in a formal classroom situation, show no affective disadvantage when compared to traditionally taught students. (Author/DE)