The use of the Silent Way method of second language instruction in beginning and intermediate Spanish classes at the college level is described. The approach encourages student self-responsibility for learning the target language according to learning strategies selected by the student. Although the method was used during three semesters, the students underwent the greatest metamorphosis in their abilities to independently interact in Spanish during the first semester. Student's initial reactions to the courses, pronunciation, evaluation of student progress, the link between input and acquisition, teacher silence and the cultivation of communicative confidence, the effect of the Silent Way approach on student anxiety levels, and student performance on a cloze test are discussed. Sample student compositions and an editing task are appended. (RW)