The purpose of this paper is to present and discuss learner responses to the television component of the various courses developed or offered by the University of Mid-America (UMA). Implications for courseware development are outlined, and research questions to be addressed are suggested. Four courses were offered by UMA: (1) Accounting I, (2) Introductory Psychology, (3) Consumer Experience, and (4) Making It Count. Data were principally gathered from evaluation forms submitted by learners both during and at the end of the courses. Principal findings are discussed for each course. General findings suggest that (1) learners consider the television programs to be helpful to very helpful; (2) the broadcast television component served an important pacing function; (3) the television component is less important in learner study than other components; (4) learners respond positively to television programs where its role is perceived as presenting material clearly related to explicit course objectives; (5) learners respond negatively to the aspects of television perceived as entertainment; and (6) learners seem more satisfied with television programs when material of clear importance in the course is presented in a different manner from the way material is covered in other components. Course evaluation forms and interview protocols are furnished as appendices. (Author/DAG)