The progress of three groups of university students enrolled in a first-year German course was evaluated after one completed academic year. The achievements of two control groups, a day and an evening class taught by conventional methods, were compared with those of an experimental group taught using suggestopedic methods. Additionally, for the experimental group a variety of music examples representing different styles and genres was introduced to determine the acceptance and effect of works other than those of the baroque era not yet evaluated in available research. Proficiency in German was measured by a number of tests: mid-year written, end-of-year written and oral, and an objective test. The experimental group was tested more frequently, according to suggestopedic principles. Further response from each group was sought through a general questionnaire, and the experimental group completed a music questionnaire. Analysis of the data revealed that the suggestopedic method produced better results in terms of German language achievement, student attitudes, and time invested to achieve set goals. (Author/MSE)