Two instructional models offer alternatives to the traditional lecture-discussion of undergraduate teacher aspirants. A self-paced model is composed of videotaped lectures, a learning package, and the use of both student proctors and instructor contact. Each student must develop his/her own time to be allotted structure for the course. An affective model puts students in contact with a faculty member in an informal setting. Human relations and sensitivity are developed, and students examine themselves as future teachers. The self-paced model is highly mediated and cognitive; the affective model, oriented toward personal interaction. Material for the cognitive dimension of the course was videotaped in 1973. Over 200 students who attended live lectures were compared with 200 attending TV lectures. Test results showed the mean score favoring the TV lecture series, but attitudes toward the course dropped with TV lectures. Attitudes improved and additional gain was made on test results when the course was offered in a small viewing room and student proctors added for tutoring. The affective dimension was later assimilated into the mainstream professional sequence. Results and experimentation supported its value in aiding academic success and positive self-concepts. (Author/JBH)