The hypothesis that feedback in programmed instruction is an important variable in the learning of novel, but not familiar, content was investigated. A linear, constructed response program dealing with the Sabbath rituals in the synagogue was chosen due to wide variability in student familiarity with this topic. Subjects were randomly assigned to one of three treatment groups. Feedback was experimentally manipulated by presenting knowledge of results simultaneously with each frame, only after the response had been made, or not at all. Pretest scores measured prior familiarity, and posttest scores were used as the dependent achievement measure. Regression analysis indicated a number of main effects on achievement for prior achievement and for treatment. The No Feedback group scored slightly higher than the Feedback group, and the Simultaneous Feedback group scored lowest. The predicted interaction between treatment and prior achievement was not supported. (Author/GK)