The purpose of the study was to develop and evaluate a series of video-tape lessons to supplement the traditional lecture-discussion method of teaching a college course in advanced music theory. The specific problems investigated were: 1) to evaluate the effect of video-tape material on achievement in an advanced music theory course. 2) To assess the effect of the video-tape materials on the achievement in harmony, keyboard, sight singing, and ear training for students who had differential learning ability levels. 3) To assess the attitudes toward music theory and the use of the supplemental lessons. 4) To assess attitudes toward music theory and the use of the supplemental lessons and achievement for all students involved in the study. Analysis of co-variance, simple analysis of variance, t tests, and Pearson correlations produced statistical results that led to the following conclusions: 1) Students who used the video-tape supplemental lessons did not score higher on achievement tests in harmony, keyboard, sight singing, and ear training than the students who did not use those lessons. 2) Students who used the video-tape lessons had greater variance among the ability levels on the achievement tests; and for those using the lessons, students in the low beginning-ability level did not achieve at a corresponding rate with the students in the high and middle levels. 3) Attitudes toward music theory and the use of supplemental materials were less positive for the students who used the video-tape lessons. 4) Among all participants of the evaluation, a significant relationship was found between attitudes toward music theory and the use of supplemental materials and achievement in music theory.