Teachers participating in an educational interactive video program were surveyed each year for four semesters. The survey instrument contained 31 five-point Likert-type questions, with questions concerning specific comparisons between interactive video and traditional teaching methods, and open-ended questions. A total of 74 teachers responded over the four-year time span. Although teachers report that interactive video teaching methods require more preparation and new methods, they also report more comfort with the technology use required for interactive video. More troubling is the decreasing view of interactive video as a good addition to the curriculum. Teachers report that time-on-task and learning are the same in traditional and interactive video classes. They overwhelmingly agreed that they received support from the educational interactive video project director, the remote principal, and other sources. Results are discussed in terms of teaching factors, student factors, student learning, teaching changes and preparation time, and teacher comments. An appendix includes factor and question means and several charts illustrating teacher respondents, teaching factors, student factors, and teacher comments. (Contains 13 references.) (Author/AEF)