This study is on the effectiveness of holographic displays in teaching drafting in junior high school Industrial Arts courses. The results of using holographs to display two-dimensional drawings of three-dimensional objects were compared with similar classes using traditional three-dimensional models. The review of the results of student drawing skill exercises as well as an analysis of student attitudes based upon semantic differential techniques showed (1) the students who were shown the holographic displays did just as well if not better that those taught through traditional methods, and (2) those who were shown the holographic displays were better able to imagine three-dimensional objects based upon their two-dimensional representations. Further, considering the fact that students today are not so interested in drafting as a course of study, it may also be said that using holographic displays as teaching aids are valuable in enhancing student interest.