This study compared the effects of interactive video instruction on learner performance and attitude with the effects of conventional computer assisted instruction (CAI) and stand-alone video. Based on pretest scores, 134 junior high industrial arts students designated as relatively high or low in prior achievement were randomly assigned to one of the three treatment groups. At the conclusion of a lesson on general shop safety rules, students were given a print-based posttest and a survey to assess their attitudes toward the instruction. Analysis consisted of a completely crossed 3X2X2 treatment by achievement by sex factorial design, featuring three levels of prior achievement (high, average, and low). The means for the treatment groups on the performance measure were 64.98%, 73.54%, and 70.48% for the video, CAI, and interactive video treatments respectively; attitude scale means measured 75.07%, 74.26%, and 82.87%. Results indicate that CAI alone tends to be the most effective instructional delivery system where the additional capabilities provided by interactive video are not required. However, interactive video instruction did produce significant improvements in the attitudes of low ability learners when compared with CAI and video. A list of references is provided. (JB)