The combined effects of orienting activities and levels of practice on learning from interactive video were examined in this study. The 72 college students who participated in the study were randomly assigned to either a group that received an orienting activity (i.e., a brief statement designed to prepare learners for the information to come) or one that did not. Students were further assigned to one of three practice groups: (1) no practice, (2) limited practice, or (3) elaborate practice. An interactive video lesson focusing on the characteristics of various artists and art periods was then presented. The lesson included interaction in the form of criterion-based practice for half of the facts and applications cued initially via the orienting activity. Posttest results indicated significant effects in favor of embedded practice versus no practice; however, no significant difference was found between limited and elaborate practice, and no effects involving orienting activities were found. Areas for further research are suggested. One table and two figures display the study results and 36 references are provided. (Author/MES)