Investigated was the effectiveness of three techniques - lecture, written presentation, and modeling via videotape - in teaching task analysis skills to 64 elementary school teachers enrolled in graduate special education courses. Ss participated in one of the three treatment groups or a control group, and were administered two response measures: a 30 - item multiple choice questionnaire on task analysis information and a seven-scene videotape analogue which assessed the use of task analysis skills in classroom situations. Lecture and modeling produced significantly higher scores on both response measures than did no training, while written presentation failed to produce scores significantly superior to no training. Results indicated that task analysis skill is best acquired in small, interactive group situations. (CL)