This is the second in a series of reports on research in programed language learning at the college level. (See "Observations on the Use of Three Self-Instructional Programed Foreign Language Courses," by Saltzman, et al, in AV Communication Review, Vol. XIII, No. 1, 1965.) The research considers these questions--(1) How do students perform over a lengthy exposure? (2) What is the teacher's role? (3) Can a teacher effectively handle classes larger than 20? (4) What are the problems of integration into the regular college? (5) Can programed instruction be used as a remedial tool for students with special problems? (6) Does the "slow learner" find this method advantageous? (7) What is the future of programed elementary language instruction from the university point of view? (8) What are the weaknesses of the programs? This report is limited to several of these questions, the remainder depending on follow-up studies. Favorable and negative comments from the students in this experimental program (University of Washington, 1964-65) are included. "The students themselves," the authors state, "are quite enthusiastic about the method." However, one unanticipated problem arose when the students confronted a human instructor for the first time; they were confused at the "random nature" of his questions. This seems to indicate the need for scheduling more discussion sessions simulating "everyday life." (AMM)