This paper presents a descriptive examination of the effects of high school learners of Spanish who complete a series of Internet-based assignments using a popular online Spanish tutorial. The study is designed to measure the knowledge acquired from the World Wide Web by administering and comparing a pretest and a posttest to both a sample and a control group. The entire study is conducted in a suburban Michigan high school. Much of the rest of the thesis summarizes and analyzes the answers to a questionnaire used to ascertain students' (n=100) opinions and feelings regarding their computer-based assignments in the Spanish foreign language class. Extensive quotations from the questionnaires reveal students' varied frustrations and praise of their computer assisted learning experiences. Overall, the students had positive comments and experiences about the use of the Internet. Early enthusiasm for Internet-based assignments waned as the novelty of the experience wore off. It is concluded that using the Internet and the World Wide Web to teach Spanish to American high school students was a success as it is useful in accommodating different learning styles and in fostering language learning. Students more disposed toward more independent learning styles benefited the most. Technical difficulties and uneven access to the Internet mean that a live foreign language teacher remains essential. (Contains 15 references.) (KFT)