This study was designed to compare the effectiveness of inductive and deductive programmed instruction for high school students. The sample was formed from high school chemistry students in three schools. In two of the schools, the students worked on the programmed materials on four consecutive days and were tested on the fifth day. At the third school, the students were given two hours a week on the programmed material, and thus the instruction was spread over three weeks. The content of the two types of treatment materials was selected to be chemical equilibrium. The same task analysis, behavioral objectives and number of learning frames were included in the two types of materials. Two criterion tests were administered to assess success on and retention of the programmed materials. Several other tests relating to reading and algebriac ability, creativity, personality factors, and cognitive style were administered to students. Analysis of variance indicated no significant difference in the students' success or retention on either program. Sex, cognitive style, and creativity were not significantly related to students' success. Reading ability, algebraic skills, and most of the personality factors had a significant effect on the students' success on the programs. (Author/PS)