This paper reviews studies that have contrasted the effectiveness of structured-input instruction with output-based instruction. It then presents results from a study comparing the relative effects of structured-input and output-based instruction on students' ability to comprehend and produce direct object pronouns in second language French. Three classes of students (N = 70) were assigned to three groups: structured-input instruction, output-based instruction, and control. Students were assessed on listening comprehension, reading comprehension, written production, and oral production tasks. All but one of these language measures required a pressured response. Overall, the results showed greater gains for the output-based instruction group.