The effects of a language versus a dialogue emphasis and a structured versus an unstructured follow-up in intensive language instruction were assessed using eighty-three students destined for missionary work in Spanish-speaking countries. A 2 X 2 analysis of variance design was employed, with students assigned to one of four treatments: language emphasis, unstructured; dialogue emphasis, unstructured; language emphasis, structured; and dialogue emphasis, structured. After eight weeks of intensive training at the Language Training Mission of the Church of Jesus Christ of Latter-Day Saints, and after two months of living in a foreign country, students were tested for language and dialogue mastery. Results revealed no significant differences between language and dialogue emphasis treatments. A comparison, however, between structured and unstructured treatments revealed significant differences in favor of structured on each of the following: language mastery, dialogue mastery, dialogue comprehension, dialogues learned, and total number of dialogue concepts learned. On the basis of the foregoing, the following conclusion seems applicable to the field of intensive language instruction: a continued structured follow-up in both language comprehension and dialogue memorization is necessary if the student is to continue to make rapid progress after the initial period of intensive training. (Author/CFM)