To identify learning experiences in a multimedia, independent approach from which the student may extract the greatest benefits, 60 sophomore baccalaureate nursing students were matched in control and experimental groups according to specific variables. Students in the experimental group worked independently at their own pace with modern equipment, supplemented by class assemblies; control group students were taught by the traditional classroom-laboratory-clinic method. When analyzed according to an extroversion-introversion scale and a high-low grade point average (GPA), high-GPA extroverts registered higher achievement orientation, more anxiety, and greater sell-concept scores. The experimental group reported significantly greater satisfaction with the course, interacted more with faculty, and reacted more favorably to the classroom environment. However, the study did not bear out the assumption that the faculty-student ratio would decline through use of multimedia.