This study reviews current research seeking to determine the relative importance of methodology upon success in language learning programs. Six language classes, instructed for a full academic year according to either the principles of the audiolingual or cognitive code language learning theory, were the focus of an experiment to statistically determine the effect of high school rank, aptitude, and SAT quantitative scores on achievement. Methods and procedures are discussed and results are examined. Teachers' comments on daily activities and numerous statistical tables are included. (RL)