This study used log-linear modeling to examine responses of high school students enrolled in an interactive video program during the 1995, 1996, 1997, and 1998 program years to open-ended questions concerning the strengths and weaknesses of the program. Respondents, 1,024 students from a rural Appalachian area, were categorized by home or remote site and by semester. Analyses of the strength responses provided a model with a relationship between strength and site and between strength and semester. The weakness response required a model including the interaction of weakness, site, and semester. Results are discussed. (Contains 7 figures and 13 references.) (Author/SLD)