This evaluation of two programs of materials used in introductory French classes tests two basic hypotheses: (1) pretests are good predictors of subsequent French achievement at the junior high school level, and (2) students in different programs will achieve to the same degree on a final French test. Results of the groups using the "audiolingual" texts "Cours Elementaire de Francais" and "El Espanol al Dia" are compared with the results of the experimental groups using the Encyclopaedia Britannica's "Je Parle Francais" and "La Familia Fernandez," both considered "audiolingual-visual" texts. The problem, experimental procedures, statistical analysis, and results and conclusions are presented. Results favor the use of materials which correlate audiolingual and visual materials in classroom presentation. (RL)