This report examines one aspect of a broad experiment in language instruction designed and implemented at 10 participating colleges of the Associated Colleges of the Midwest. Two types of language laboratories (recording and nonrecording) are examined to determine the effect of each upon the cultural-orientation scores of the students. The scores of the two laboratory groups are also compared with scores of a precollege control group. The experiment measures students' cultural orientation, i.e., student empathy with foreign people, their form of government, and general acceptance of their ethos. Tests used in the experiment were modifications of those used by Scherer and Wertheimer in their experiments in this area. Concluding remarks focus on statistical procedures used in the analysis of data derived from the tests. (RL)