The study was conducted to determine the difference in the ability of 2 groups of music students to improve their sensitivity to errors of intonation and to recognize intonation errors in triads and chords within the performing ensemble. The selected sample consisted of students enrolled in conducting classes at Arizona State University, 20 of whom were in the experimental group and 18 in the control group. The control group was exposed only to the traditional method of teaching intonation, and the experimental group listened to 17 prerecorded magnetic tapes that aurally compared intonation errors with in-tune prototypes. The study was limited to the development of intonation sensitivity to the major third, the minor third, the fifth, the minor seventh, and to the pitch of these intervals as they form the major triad, the minor triad, and the chord of the dominant seventh. Students in the experimental group were required to recognize and identify the voice in which the error took place, and to designate the direction of the error. No significant differences were found between the 2 groups in their ability to recognize errors of intonation, and to identify the direction of errors that were flat and errors that were sharp. A list of 12 recommendations for further research is included, as well as a sample of the student handbook that was used in the study. (WM)