A study of the relationship of learner characteristics to success in beginning English examined the language aptitude, learning motivation and attitudes, spatial relations, study habits, and years of English instruction of 97 seventh-grade students in a Thai government school. The analysis focused on these variables as they related to the children's achievement on independent-study English modules taught in three instructional modes: visual, auditory, and a combination of the two. Results indicate that the strongest predictor of success was language aptitude, especially in combination with learning motivation. Spatial relations did not correlate at all with success, and experience with English instruction and study habits had statistically insignificant correlations. The auditory mode of instruction was the least effective of the three. Some recommendations are that variables other than language proficiency be considered in developing introductory courses; and that listening lessons be subordinated to visual or visual/aural lessons. (MSE)