This report contrasts the results of a rigidly specified, pattern-oriented approach to learning Spanish with an approach that emphasizes the origination of sentences by the learner in direct response to stimuli. Pretesting and posttesting statistics are presented and conclusions are discussed. The experimental method, which required the student to originate utterances, is believed to come closer to tapping the normal human ability to abstract the rules of grammar from slight and partial evidence. A sample Spanish lesson, a description of slides used for visual stimulus, and examples of the pretest and posttest are provided. (VM)