A STUDY OF COURSE DENSITY AND PACE OF FOREIGN LANGUAGE INSTRUCTION WAS BASED ON DATA OBTAINED FROM THE STAFF MEMBERS AND STUDENTS OF NINE SCHOOLS OFFERING INTENSIVE, SEMI-INTENSIVE, OR NON-INTENSIVE PROGRAMS IN WHICH AUDIOLINGUAL SKILLS WERE STRESSED. THE LANGUAGES CONCERNED WERE CHINESE, RUSSIAN, GERMAN, SPANISH, AND FRENCH. PARTICIPATING SCHOOLS WERE UNIVERSITIES, MILITARY INSTALLATIONS, COMMERCIAL SCHOOLS, A U.S. GOVERNMENT CIVILIAN CENTER, AND A PUBLIC ELEMENTARY SCHOOL. COURSE DENSITY FOR THESE PROGRAMS WAS DETERMINED BY DIVIDING THE TOTAL NUMBER OF WORDS TO BE TAUGHT IN A COURSE BY THE NUMBER OF INSTRUCTIONAL HOURS REQUIRED. THESE WERE CONSIDERED ONLY AS GROSS MEASURES, SINCE THEY DID NOT REFLECT THE DEGREE OF GRAMMATICAL AND PHONOLOGICAL CONTROL TO BE ATTAINED BY THE STUDENTS. STUDENTS WERE ASKED AT TWO TIMES DURING THE COURSE TO RATE THE PACE OF INSTRUCTION. WHILE RESULTS CANNOT BE USED TO PREDICT ACCURATELY THE TIME REQUIRED TO TEACH A GIVEN VOCABULARY, THEY MAY HAVE SOME VALUE AS GUIDELINES IN CURRICULUM PLANNING. ALSO, STUDENT PERCEPTION OF COURSE DENSITY WAS FOUND TO BE FAIRLY ACCURATE. (AM)