The purpose of this study was to determine if there were differences in math achievement of students taught in an interactive television (ITV) class setting with the instructor present (host site), students receiving instruction via television at an off-campus location (remote site), and students taught in a traditional classroom setting. The study also examined student attitudes toward enrolling in future ITV courses. The sample was made up of all developmental students enrolled in an introductory algebra or an intermediate algebra course at East Tennessee State University (ETSU) taught via ITV during seven consecutive semesters, and developmental algebra students at ETSU enrolled in the instructor's traditional classrooms during these same semesters. Students were given math instruction by the same instructor at one of three sites: the host site, the remote site, and the traditional classroom. Students' numerical final grades were used as a dependent variable in determining the effectiveness of these ITV courses. A two-way analysis of variance with one covariate (ANCOVA) was used to determine if differences in student achievement existed among the three instructional sites. Results give empirical evidence that ITV should be considered as an adequate method of providing developmental algebra instruction beyond the campus. Questions for futures studies are listed. (DLS)