The Aural Grammar Test was designed to assess aural grammatical competence for language presented in a formal situation. The subjects used in this initial development of the test were 147 Toronto high school students learning French as a second language. The test is described and the results are interpreted in terms of both the explicit and intuitive knowledge students have of the grammatical forms tested. Responses indicated both the relative degree of mastery the students had of the target forms and the certainty, or explicitness, with which they were responding. Further, the results of the test are compared to the performance by the same students on a set of standardized International Educational Achievement Tests and to a set of predictor scores relating to individual learner characteristics. The implications of the results and some potential uses for the test are discussed. (Author/CFM)