With the idea of providing a valid conditioning and testing situation by which the student's self-confidence and effectiveness in communicating in a foreign language could be improved, this study evaluates a pilot project designed to identify and measure the effects of having a native speaker in the classroom for a period of time as opposed to a situation not employing a native speaker. After proposing the experimental problem and hypotheses, this report, in a discussion of the assumptions upon which the study is based, considers the questions of student motivation, language proficiency, instructional objectives, and the language laboratory-native speaker relationship. After defining the terms essential to the understanding of the experiment, the report clarifies the roles of the teacher, student, and native speaker in the study. Explanations of the experimental design, interscorer reliability, and post-test findings precede an extensive commentary on experiment results based on observation and student evaluation. (AF)