Distance education is moving toward more interactive environments. Studies of student satisfaction with distance education suggest that the level of interaction in the class is related to perceptions of satisfaction regardless of the instructional medium. This paper reports findings from a study of four graduate research and evaluation courses at a midwestern public university that were taught using interactive television technology, specifically, a compressed video system. Two of the courses had three delivery sites each and two had two sites each. Data were collected using multiple sources. Data included information on student background and experience with distance education; videotapes of classes; surveys of distance education satisfaction; five-minute feedback forms; student journals; surveys of student perceptions of interactivity; and student achievement data. A particular focus in this study was on "interactivity" in distance education. The results reported focus on data from four sources: (1) surveys of student perceptions of interaction, (2) videotape data from the classes, (3) student journals, and (4) one-minute feedback forms. Contains 20 references and the interaction survey. (JMK)