THE HISTORY, COURSE DESCRIPTION, AND PROJECT RESULTS OF AN INTRODUCTORY SELF-INSTRUCTIONAL FRENCH PROGRAM ARE DISCUSSED IN THIS REPORT. SUCH ASPECTS OF THE PROGRAM AS PROGRAM EFFECTIVENESS, ADEQUACY OF THE TEACHING SYSTEM USED, AND DAY-TO-DAY STUDENT PERFORMANCE ARE REVEALED THROUGH DESCRIPTIONS OF THE USE OF DEVELOPMENTAL TESTING. SIX ADULTS WERE SELECTED, TESTED IN PERFORMANCE AT THE END OF EACH STAGE (PHONOLOGY, ORTHOGRAPHY, GRAMMAR, READING), AND GIVEN DIAGNOSTIC TESTS AT THE END OF THE PROGRAM, WHICH INCLUDED THE MLA COOPERATIVE FOREIGN LANGUAGE TEST (FRENCH FORM LB), AND THE FOREIGN SERVICE INSTITUTE SPEAKING AND READING PROFICIENCY SCALES. ENCOURAGING RESULTS OF THE PROGRAM ARE DISCUSSED BRIEFLY ALONG WITH MENTION OF SOME OF THE OBSTACLES TO BE DEALT WITH IN IMPLEMENTING THE PROGRAM. ALMOST ONE-HALF OF THE DOCUMENT CONSISTS OF APPENDIXES OF LISTS OF COGNATES, MINIMAL PAIRS, GRAMMAR TOPICS, READING PASSAGES, AND SAMPLE DIAGNOSTIC AND FINAL TESTS. (SS)