The purpose of this study was to develop a third-year elementary French curriculum which integrated the oral-aural-visual and individualized approaches to language learning. The curriculum was based on a language arts approach which incorporated listening, speaking, reading, and writing skills. It was designed for use: (1) with students of average to above average intelligence; (2) during twenty, thirty, and forty minute class periods; and (3) with materials readily available to the classroom teacher. The curriculum was implemented in two Cleveland, Ohio, public schools with fifth and sixth grade students who has had two or more years of elementary French instruction. All students participating in the FLES curriculum met the prescribed objectives and criteria for evaluation. After one semester of instruction, classroom observations indicated behavioral differences between students participating in the FLES curriculum and those who had followed the existing curriculum. (Author)