The effects of selected superlearning techniques on the retention of technical vocabulary by Saudi Arabian students learning English as a second language were examined. The sample consisted of 14 Saudi Arabian nationals aged 18 to 21 years enrolled in college level technical vocabulary classes. The study involved three weeks of treatment followed by a test of retention. The superlearning approach involved the use of music, relaxation, and rhythmic speaking to increase retention of factual material. Results of using the superlearning approach were inconclusive. The data indicate no individual effects from the relaxation or the relaxation combined with background music treatments. Although a slight difference was found between the two groups on the posttest mean scores, the cumulative effects of relaxation, background music, and special teacher phrasing probably did not account for this result. It is concluded that further studies are needed to create a valid comparison of the superlearning method with other methods. Such a study should observe larger numbers of students over longer periods of time. (Author/RW)