This study replicated the earlier survey efforts of Carroll, Paine, and Ivancevich (1972) and Neider (1981) on the relative effectiveness among practitioners of various training methods for attaining different training objectives. Ten training methods were assessed: (1) computer aided instruction (CAI); (2) programmed instruction; (3) lecture (with questions); (4) movie films; (5) television lecture; (6) sensitivity training; (7) case study; (8) conference/discussion; (9) role playing; and (10) simulation/games. These methods were assessed regarding their effectiveness for attaining six training objectives: knowledge acquisition; knowledge retention; attitude change; development of interpersonal skills; development of problem solving skills; and participant acceptance. Training practitioners (N=285) who are members of the American Society of Training and Development, responded to a questionnaire assessing their familiarity with training methods, the methods they use in their practice, and their opinion of the effectiveness of each of the 10 training methods studied for achieving each of the six training objectives. CAI received high ratings for knowledge acquisition and it was felt that CAI's effectiveness surpassed that of programmed instruction for all objectives except interpersonal skills. Lecture, television lecture, and movie films were perceived as less effective methods for all training objectives while case study, conference, role-playing, and simulation-games were seen as relatively effective methods for achieving objectives. The lecture method was reported as the most frequently used method, yet its relative effectiveness was low for all training objectives. Implications for practitioners are discussed. (NB)