ELEVEN THIRD-GRADE CLASSES IN SCHENECTADY, N.Y., WATCHED A 15-MINUTE TELEVISION PROGRAM IN ELEMENTARY FRENCH TWICE A WEEK DURING THE SCHOOL YEAR. TO ANALYZE THE EFFECTIVENESS OF DIFFERENT TEACHERS PROVIDING THE FOLLOW-UP INSTRUCTION OF THE TV PROGRAMS, FOUR GROUPS OF STUDENTS WERE ASSIGNED TO TEACHERS RANGING FROM NATIVE FRENCH WITH CONSIDERABLE TEACHING EXPERIENCE TO AN AMERICAN IN-SERVICE TRAINEE WITH VERY LIMITED COMMAND OF THE LANGUAGE. ALTHOUGH IQ RECORDS WERE COMPARED WITH RESULTS OF THE LANGUAGE TEST ADMINISTERED AT THE END OF THE YEAR, FREQUENCY AND REGULARITY OF THE FOLLOW-UP INSTRUCTION APPEARED AMONG FACTORS OF PRIME IMPORTANCE TO ACHIEVEMENT. GIRLS SEEMED MORE RECEPTIVE THAN BOYS THOUGH DIFFERENT MATERIAL MIGHT HAVE STIMULATED GREATER MOTIVATION. A TEST SAMPLING THE FOLLOWING SEPTEMBER INDICATED AN ENCOURAGING AMOUNT OF RETENTION. ANALYTICAL TABLES APPEAR THROUGHOUT AND IN THE THREE APPENDIXES. (GJ)