THE ACHIEVEMENT OF ALL BEGINNING AND ADVANCED SHORTHAND STUDENTS USING TRADITIONAL SHORTHAND TEACHING DURING 1964-65 WAS COMPARED WITH THAT OF ALL BEGINNING AND ADVANCED SHORTHAND STUDENTS USING THE FOUR-CHANNEL STENOGRAPHIC LABORATORIES AND A LOCALLY DEVELOPED 440-TAPE LIBRARY DURING 1965-66. IN BEGINNING SHORTHAND, 1,596 STUDENTS STARTED AND 1,148 COMPLETED THE COURSE. IN ADVANCED SHORTHAND, 505 STUDENTS STARTED AND 412 COMPLETED THE COURSE. THE STENOGRAPHIC LABORATORY METHOD OF TEACHING BEGINNING SHORTHAND RESULTED IN SIGNIFICANTLY BETTER ACHIEVEMENT THAN THE TEACHING OF SHORTHAND IN THE TRADITIONAL METHOD IN THAT MORE STUDENTS IN THE FORMER ATTAINED GREATER DICTATION SPEED, SPECIFIC SPEED GOALS EARLIER, AND ACCEPTABLE SPEED GOALS AND AN EMPLOYABLE SHORTHAND SKILL BY THE END OF THE YEAR. THE COMPARISON OF RESULTS ON 3- AND 5-MINUTE SHORTHAND SPEED TESTS FOR ADVANCED SHORTHAND SHOWED NO SIGNIFICANT DIFFERENCE IN IMPROVEMENT BETWEEN GROUPS TAUGHT BY THE TWO METHODS. THE USE OF THE STENOGRAPHIC LABORATORY AND TAPES HAS IMPLICATIONS FOR INSTRUCTION--(1) TEACHERS HAVE MORE TIME FOR TEACHING OTHER SECRETARIAL AND OFFICE DUTIES, (2) TEACHERS CAN DEVOTE MORE TIME TO INDIVIDUALIZED INSTRUCTION AND TO PLANNING, AND (3) STUDENTS CAN WORK INDIVIDUALLY ON SPEED BUILDING. (PS)