This investigation of the impact of an Individualized Audio-Tutorial (IAT) biology learning unit upon students in five ninth grade classrooms in an urban junior high school in Israel focused on the students' perceptions of their classroom learning environment, and their attitudes toward IAT and toward science and understanding the process of science. The sample consisted of 105 students in the experimental group and 65 in the control group; the latter group received instruction via a traditional lecture-laboratory approach. Data from pre- and post-assessments using the Audio-Visual Student Attitude Inventory (experimental group only) and the Inventory of Scientific Attitudes were treated by analysis of covariance. Applications of the t-test to the results indicated that such positive factors as cooperation and cohesiveness did not diminish in the IAT group as they did in the control group, and such negative factors as cliqueness, favoritism, and competition did not increase in the experimental group as compared with the control group. Although students in the experimental group expressed favorable attitudes toward some aspects of the IAT method (performing experiments individually, development of independent thinking, self-examination, rate of learning, and self achievement), no changes occurred in their attitudes toward science and understanding the process of science as a result of being instructed in an IAT setting. The only major difference between the boys and girls was that girls expressed more favorable attitudes than boys toward the individualized aspects of the IAT method. Three data tables and a three-page list of references complete the report. (Author/JB)