In order to study the mechanism of student interest in a physical science course when the majority of students were interested in fields other than science, a system of measuring instruments was applied for detection of significant differences between two teaching methods used for this course. The study utilized the measured responses of 105 university physical science students on The Eysenck Personality Inventory, The Personal Opinion Survey, The Harvard Project Physics Film Loop Tests, and on the multiple opportunities presented for extra class time use of experimental equipment designated for gain of knowledge in physical science. Random assignment resulted in 73 students in the traditional course and 32 students in the Harvard Project Physics (HPP) course. It was concluded that no significant differences were evidenced relating to personality dimensions. The HPP mean scores for attitudinal attributes, rigidity, need for order and need for achievement were higher than the same scores for the traditional group. The total mean scores of seven tested attitudinal attributes were computed to be of no statistical significant difference. A positive type of motivation was indicated with use of HPP film loops. It was recommended that more teachers acquire training in teaching HPP since students react favorably to the course. (Author/EB)