The purpose of this study was to determine if fitness, knowledge about health related fitness, and attitudes toward health related fitness could be improved as a result of a one-semester college health fitness course. A second purpose was to compare which of four methods of instruction would result in the greatest improvements in health related knowledge, fitness, and attitudes. The subjects were 147 students enrolled in four sections of a required health fitness course. All four sections used the same text, followed the same exercise laboratory procedures, and had the same course requirements. The only difference among the four groups was the methodology of presenting the cognitive material. Class 1 was given a lecture on the assigned chapter, followed by class discussion of key concepts with a question and answer session. Class 2 viewed a video cassette of a taped lecture on the assigned chapter. Class discussion lead by an instructor followed the viewing. The third class had the option of viewing the same taped lecture on their own time, but classroom time was spent in discussing the key concepts of the chapter and in answering questions on the material. Class 4 read the assigned chapter in the text outside of class and was given a study guide to follow. Classroom time with the instructor was spent in discussion and a question and answer session. All students were pretested on knowledge, fitness, and attitude. After fifteen weeks of treatment the tests were repeated. In regard to the first purpose of the study, the results revealed that statistically significant improvements occurred, especially amomg females. No significant difference was found in the results between the four methodologies of teaching used. (JD)