As a continuation of previous research, this project was designed to test the efficacy of a multi-media individualized program in Spanish. Spanish 2 students were divided into three groups, two experimental and one control group. One experimental group utilized the individualized approach in Spanish 1 and Spanish 2. The other studied traditional Spanish 1 and entered an individualized Spanish 2 class. The control group completed Spanish 1 and Spanish 2 by the traditional method. Pre-tests indicated that there was no significant difference in achievement among the groups. Post-test results showed that the students whose initial experience with the individualized approach began at level 2 made less progress than did the other two groups in listening and writing. It is concluded that orientation difficulties noted in the first year's research are more severe when they are experienced at level 2. Students with two years of individualized instruction make progress similar to the traditionally taught group. Their attitude is more positive and, regardless of level of achievement, more of them continue learning Spanish than do those in the control group. For the previous report, see ED 066 100. (Author)