A study of the use of and attitudes about language laboratories focused on teacher perceptions of their speed, accuracy, and motivational capability and on the extent to which these characteristics are exploited in classroom use by teachers and students. Observers in four British schools of English rated details of language laboratory use in a total of 56 sessions. The laboratory sessions were rated for their relationship to the criteria job satisfaction, speed, and accuracy, characteristics assumed to be advantageous in the language laboratory. It was found that only 13 of the 56 sessions fully exploited the facilities and that those sessions had these common features: frequency of use (once a day or more often), teachers skilled in laboratory use, and well-trained and responsible students with machines fully under their control. It is suggested that the language laboratory's use and usefulness are limited only by the imagination, training, and willingness of the teacher. (MSE)