The author discusses the testing of the validity of self-pacing in a two-year programed German course at Colorado State University. Two teaching situations were set up for the programed materials. The first group, 24 students who met in a room "equipped somewhat like a language laboratory," were "self-paced," using books, tapes, and a tape recorder. They were encouraged to ask questions, which were answered individually. For the second group, 34 students in a regular classroom, the same programed materials were put on transparencies and used with an overhead projector, a loudspeaker, and a screen. This group also encouraged to interrupt at any point with questions, which were answered briefly (and usually in English). The students responded in unison when an oral response was required, and kept notebooks for written responses. The teacher, standing so that he could see when the students were finished writing, paced the presentation of the frames accordingly. Various tests were given to these two groups, along with a third group of several conventional classes. Because of inadequate controls, the author feels that the results are inconclusive. However, "it is easy to conclude," he reports, "that even though the achievement tests did not measure the skills that were given the most emphasis in the program, these (programed) students more than held their own with students receiving the conventional type instruction." (AMM)