A DETAILED DESCRIPTION OF A LARGE SCALE, TWO-YEAR EXPERIMENTAL STUDY COMPARING AN AUDIOLINGUAL WITH A TRADITIONAL GRAMMAR-TRANSLATION METHOD OF TEACHING FOREIGN LANGUAGES IS PRESENTED. THIS EXPERIMENT WAS CARRIED OUT WITH STUDENTS IN FIRST- AND SECOND-YEAR GERMAN CLASSES AT THE UNIVERSITY OF COLORADO FROM 1960 TO 1962. RESULTS OF TESTS SEEM TO INDICATE THAT AT THE END OF TWO YEARS' INSTRUCTION THE ONLY SIGNIFICANT DIFFERENCES (IN LISTENING, SPEAKING, TRANSLATION, READING, AND WRITING) WERE THAT THE AUDIOLINGUAL STUDENTS WERE MUCH SUPERIOR IN SPEAKING, WHILE THE TRADITIONAL STUDENTS WERE SLIGHTLY BUT SIGNIFICANTLY SUPERIOR IN WRITING AND TRANSLATION. OTHER TESTS, BASED ON PSYCHOLINGUISTIC MEASURING TECHNIQUES, SUGGEST THAT, WHILE ALL THE MOTIVATIONAL MEASURES NUMERICALLY FAVORED THE AUDIOLINGUAL STUDENTS, THERE WAS NO CLEAR-CUT EVIDENCE OF A STATISTICALLY SIGNIFICANT SUPERIORITY OF THE AUDIOLINGUAL OVER THE TRADITIONAL GROUP. MOST OF THE ATTITUDINAL MEASURES NUMERICALLY FAVORED THE AUDIOLINGUAL GROUP, AND STATISTICALLY SIGNIFICANT DIFFERENCES DEMONSTRATED THAT THE AUDIOLINGUAL STUDENTS HAD MORE POSITIVE ATTITUDES TOWARD GERMANS AND TOWARD THEMSLEVES WHEN SPEAKING GERMAN. THESE DIFFERENCES ARE CONSISTENT WITH THE CONCLUSION THAT THE AUDIOLINGUAL METHOD YIELDS MORE DESIRABLE ATTITUDES IN STUDENTS THAN DOES THE TRADITIONAL METHOD. THIS BOOK IS PUBLISHED BY MCGRAW-HILL BOOK COMPANY, 330 WEST 42ND STREET, NEW YORK, NEW YORK 10036, FOR $7.95. (AMM)