A program was devised and presented to four classes of college freshmen who demonstrated a need for remedial English instruction. An experiment to ascertain relative merit of programmed and conventional classroom presentation was conducted. The program was divided into phonetic spelling, basic word usage, effective sentence construction, and basic and advanced paragraph construction. Each of six teachers administered the program to 25 experimental and 25 control students. Experimental and control groups were administered the following tests: (1) a comprehensive pretest over the entire program, (2) a pretest over each unit, (3) a pretest and as many posttests as necessary for the student to make a grade of 85 on a 100-point scale for each lesson in each unit, (4) a general posttest over each unit, and (5) a final comprehensive posttest. Using the Spearman Brown statistic for reliability, a sampling of pretests indicated a reliability of 0.85, of posttests a reliability of 0.65, and of the comprehensive final examination a reliability of 0.88. A summary of general conclusions includes: (1) A programmed approach to learning must have a valid, precise, and complete statement of objectives; (2) The innovational teaching approach must be proved markedly superior to the conventional classroom procedures if a change is justified; (3) The program should be structured toward the "average" student, but should allow for individual rate of progress with an open-end semester. (Author/CK)