Studies have been undertaken in London, Ontario to assess the effect of increased instructional time in French on grade 8 students' achievement in French language skills. Fifteen eighth grade classes were selected to produce a sample of approximately 400 students. Two subsamples of approximately 150 students each were randomly selected to receive different individually administered tests. French language and attitude tests were administered, and results were obtained of student achievement tests. Only data from students who had been exposed to the "standard French program" were included. Results are presented separately for each set of tests taken by a common group of students. Comparability of groups of students who received the same set of tests are assessed separately. In general, data analysis revealed that increasing the amount of instructional time produced significant improvements in most aspects of students' achievement in French. Students have shown increasingly positive attitudes toward learning French and less anxiety, as well as improved knowledge of French culture and more positive attitudes toward French Canadians. However, students' performance in pronunciation did not improve with increased instructional time and there was no systematic increase in performance on French listening comprehension. Numerous statistical tables are included. (AMH)