The experimental use of computer assisted instruction (CAI) to replace conventional laboratory sessions for first-year German students at the State University of New York, Stony Brook, is described. Materials used in the program are outlined, including hardware, pre-text program, text program, student manual, and diagnostics. Pedagogical implications, objectives, rationale, criticisms, and interim judgments are offered, with special attention to CAI's effectiveness in developing reading and writing skills. (AF)