This study investigates the relationship between college students' learning of grammar and mechanics and their ability to compose. A random sample of students enrolled in the University of New Mexico's freshman English program was tested during three semesters. Several questions were addressed: Were the courses doing what they purported to do? What were the trends in levels of competence in grammar, mechanics, and writing? What were the connections between the learning of grammar and the ability to write competently? An analysis of test scores and judges' global ratings of students' essays revealed that, past a certain level of instruction, students did not appear to make futher progress; this trend manifested itself sooner with the learning of grammar and mechanics than with the actual production of writing. In addition, it was found that the acquisition of grammar and mechanics skills was only weakly correlated with improvement in writing, and then principally at the beginning of the students' college careers. (KS)