A Hungarian teacher of English as a foreign language (EFL) chronicles her research on the use of the cloze procedure in her native country's EFL classes. The research began as an effort to convince other teachers of the test format's usefulness, and ultimately led to further study of the factors affecting responses and scoring and the comparability of responses on English and Hungarian language cloze tests. Some data from the research are presented. A major conclusion arrived at is that this type of research is not only appropriate but manageable for classroom teachers and can contribute to the fields of both linguistics and language teaching. (MSE)