An experimental adaptation of the second phase of an autoinstructional Spanish program was conducted at Culver-Stockton College in Missouri during the academic year 1965-66. This report suggests that despite the inconclusive nature of the evidence drawn from the experiment, the relatively high level of student efficiency in vocalization, auditory discrimination, automatism, and reading and writing skills indicates the success of the programed aspects of the course. Symptomatic of the program's real weakness, however, were the excessive number of student dropouts, the lagging student motivation and interest, and the inadequate attendance at scheduled language laboratory sessions. Included in the report is detailed information on the execution of the project and methods of evaluating student progress. Recommendations and suggestions for possible modifications are also given for future adaptations of the program. For a related document, see ED 019 911. (CW)