Appraised objectively in this article is a 3-year research project that involved experimentation with audiolingual methods in teaching standard English in Freshman English classes at Chaflin College in South Carolina to Negro students who spoke a nonstandard dialect. Prior to a discussion of the effectiveness of using spelling instruction to teach proper pronunciation, enunciation, and grammar, there is a brief explanation of six sample items included on a diagnostic test developed to be administered before the course began. Also contained in this evaluation of instructional techniques is a commentary on teacher attitudes and student motivation. (AF)