The general purpose of this study is to evaluate the effect of the language laboratory as a learning aid for foreign language students. The method used was a comparison of the achievement of secondary school students who received instruction in a foreign language laboratory as a part of the instructional program with that of students whose instruction did not include use of the language laboratory. Upon completion of one year's study, student achievement was evaluated in four areas: listening comprehension, proficiency in reading, writing achievement, and speech production. At the end of the second year, student achievement was tested in the same four skill areas to evaluate progress over the normal span of time devoted to foreign language learning in secondary schools. The major portion of the text is comprised of: (1) historical aspects of the foreign language controversy, (2) procedures and design of the study, (3) analysis of the data, and (4) summary, implications and recommendations. Numerous tables, a five-part appendix, and a bibliography are contained in the report. [Not available in hard copy due to marginal legibility of original document.] (Author/RL)