Language laboratory practices, as they have developed during the 1960's, are examined with emphasis on the potential improvement of laboratory software. Convinced that weaknesses in the design of materials have led to the misuse and decline of the language laboratory, as well as to student boredom, the author offers alternative approaches in laboratory scheduling and materials design. The electronic classroom, student discipline, team teaching, laboratory supervision, taped speech speed, textual criticism, illustrations, tape cassettes, and individualized instruction are discussed. The final segment of the paper includes a tape script illustrative of the proposed principles. (RL)