A research project is described which, using Gardner and Lambert's scales plus 10 other instruction-related items, sought: (1) to examine the stability of attitudes, as changes might occur from the beginning of a course to its end; (2) subsequently, to draw inferences as to the impact that a German language and/or culture course might have on student perceptions; and (3) to relate attitudinal change and positivity and negativity of attitudes to achievement. Some of the conclusions were as follows. Attitudes remained essentially the same over the academic year; although they had been quite positive at the beginning, the abundance of cultural material to which the students had been exposed had had no systematic impact on attitudes. A positive correlation between achievement and more positive attitudes was obtained on a number of scales for those students who had changed significantly. Students who held strongly positive attitudes toward German cultural traditions and the German speakers obtained higher marks than others, while students who felt insecure of their position in Canadian society, who felt Canadian culture was superior to German culture and were suspicious of foreigners, and who saw only utilitarian purposes in learning German had the lowest achievement. (Author/KM)