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The article presents a research that compared inductive and illustrative laboratories in College Biology that is being applied in the U.S. schools. No evidence in the study proved that the experimental method was superior to the control method in terms of achievement being measured by certain criterion instruments. Furthermore, no evidence showed that the inductive laboratory method is interior to the traditional method used. Results of the study, rather, showed that the effects of teacher difference may be of much significance than the effects of method difference. The study indicates a necessity for more focused on a research about teachers' effects on achievement and attitudes.