Two captioned affective films from the AIT series Inside/Out were tested with 14 intermediate (ages 13 to 15) and 39 elementary (ages 11 and 12) hearing impaired children at the Hawaii School for the Deaf and Blind. Measures of attention, post-film discussion, student comprehension, and student and teacher opinions were taken to determine the effectiveness of the films in stimulating affective discussion among students and teachers. A preteaching event was varied systematically across films and levels to assess possible effects. Results showed high levels of attention at both levels and for both films. Overall, the films seemed to work most effectively for elementary children, and preteaching of the films was associated with higher order discussion at this level. Since no similar effects were noted for intermediate children, the idea that preteaching leads to higher order discussion receives only partial support. A tentative comparison of film effects for deaf children with available data on similar Inside/Out television programs for hearing children indicates similar discussion patterns, though the level of conceptualization was lower among deaf children. The comparison raises the possibility that difficulties with communication and self-expression are the major barriers to the use of affective films among deaf children. (Author/CMV)