Language laboratories are especially neglected at the intermediate and advanced levels of foreign language learning. Teachers fail to avail themselves of an important teaching tool at a critical point, when the more mechanical aspects of assimilating the target language should give way to gaining an actual communicative competence in it. At the higher levels, the potential of the lab has never been fully developed. A number of ways are suggested in which crucial classroom time can be increased by relegating the more routine activities as well as those not necessitating 'live' teacher presence to the lab. A number of such activities are listed and procedures given to put a plan for integrating the lab into operation. It is demonstrated how any classroom teacher or school system can adopt such an approach at the intermediate and advanced levels without great time expenditures, highly technical know-how in preparing tapes, or substantially increased funds, even if no full professional language laboratory is on the premises. (Author/CFM)