The methods and materials used in a language lab (LL) are analyzed. The theoretical advantages of the LL are enumerated, including its ability to provide a variety of programs and activities and its provision of an opportunity for students to listen critically to their voices. In order to determine if these advantages are being used, a set of observation grids developed expressly to carry out an analysis of LL use by teachers and students is proposed. The analytical methodology was applied to 39 sessions at a language school. The greatest areas of weakness in LL use were in self-criticism and self-responsibility. With regard to actual session content, the weakest area was in the type of listening comprehension practice given. It is concluded that the LL is poorly exploited. It has been unable to adapt to changes in methods and materials which put less emphasis on the skills that the LL was originally designed to promote. It is suggested that the particular problems of the learner in the LL should be examined more closely, emphasizing the learner's listening process within the context of the LL. (RW)