In a study to ascertain effect of direct tape access as an adjunct to learning, junior nursing students in a course in epidemiology were divided into control and experimental groups. The study extended through three quarters–fall, winter, and spring. Experimental students in the winter and spring quarters were given access to 15-minute taped summaries of each week's lecture. When midterm and final examination scores were analyzed according to study group, no statistically significant differences between control group scores and experimental group scores were computed, so that the tapes were found to have no effect on learning; however, student satisfaction with the course showed a significant increase.