This mixed-method study examines the proficiency in and perceptions of French language learning of Grade 8 students who were exposed to an instructional approach called the Accelerative Integrated Method (AIM). Six AIM classes (n = 125) and six non-AIM classes (n = 135) were observed and their students tested using a four-skills French as a second language (FSL) test package (Harley, Lapkin, Scane, Hart, & Trepanier, 1988). A larger sample of students (N = 439) initially completed a questionnaire about their attitudes towards French, and a sub-sample (n = 94) also participated in a semi-structured interview exploring their perceptions of their French proficiency and learning experiences. Analysis of the FSL test package and questionnaire results revealed no significant differences in French proficiency or attitude towards French between the AIM and non-AIM groups. Interviews offered explanations for observed student and teacher practices, providing insight into student perceptions of their French skill development and the pedagogical method they had experienced. The implications for core French pedagogy and future research are discussed.