The Buffalo English Linguistics Project was planned as a controlled experiment testing the comparative effectiveness of two general approaches to English language study on the secondary school level--the traditional and the linguistic. Paired groups of high school English classes matched on the basis of grade level and socio-economic criteria were chosen as experimental and control subjects. A corollary objective of the Project was the compilation and distribution of teaching materials derived from linguistic descriptions of English. (See AL 001 318 and AL 001 319.) A second corollary was the orientation of teachers, who acted as intermediaries between the Buffalo English Linguistics Project staff and the experimental subjects. This report presents the rationale for a linguistic approach to teaching English, a discussion of the aspectual analysis upon which the materials in the Project were based, and a description of the general procedures followed. In discussing the results of the Project, the authors point out that "all experimental groups, and none of the control groups, scored remarkably better [on the Carroll Modern Language Aptitude Test] after the introduction of a linguistic component." Appended are the Project's proposal, a projected proposal for further study, socio-economic data, and tests. (AMM)