THIS STUDY, CONDUCTED IN QUITO, EQUADOR FROM MAY THROUGH JULY, 1966, WAS DESIGNED TO INVESTIGATE THE FEASIBILITY OF USING TRANSFORMATIONAL CONCEPTS, SYMBOLS, AND TERMINOLOGY DIRECTLY IN THE CLASSROOM. FORTY-FOUR GIRLS AGED TWELVE TO FIFTEEN WERE DIVIDED INTO A CONTROL AND AN EXPERIMENT GROUP AFTER BEING GIVEN GENERAL INTELLIGENCE TESTS AND TWO PRE-TESTS ON ENGLISH VOCABULARY AND AURAL COMPREHENSION. THE INSTRUCTIONAL MATERIALS GIVEN TO ALL THE STUDENTS CONSISTED OF 42 LESSONS, EACH CONTAINING A SHORT DIALOG, VOCABULARY, AND A GRAMMAR FRAME. IN ADDITION, THE EXPERIMENTAL GROUP RECEIVED A TRANSFORMATIONAL ANALYSIS OF THE GRAMMAR PRESENTED IN THE FRAME. GRAMMAR POINTS FROM THE FRAMES WERE LATER TESTED IN FOUR POST-TESTS. ASSUMING THAT NEITHER GROUP WAS INNATELY SUPERIOR, RESULTS SHOWED LITTLE OR NO DIFFERENCE BETWEEN GROUPS IN THE EARLY POST-TESTS, BUT A MARKED INCREASE IN POST-TEST NO. 4 IN FAVOR OF THE EXPERIMENTAL GROUP. BECAUSE OF THE APPARENTLY INCONCLUSIVE RESULTS OF THE STUDY, THE AUTHOR SUGGESTS THAT THIS TYPE OF EXPERIMENT WOULD BE MORE VALUABLE CONDUCTED OVER A LONGER PERIOD OF TIME. THE REPORT ALSO INCLUDES SAMPLE INSTRUCTIONAL MATERIALS AND THE MEASURING INSTRUMENTS USED IN THE TESTS. (FB)