Results of two studies of microcomputer use for second language instruction at the secondary level are reported. The investigation is based on observations made at the University of Illinois' University High School, which serves academically talented students from the surrounding area. The school's computer laboratory uses software packages for French, German, Russian, and Spanish. It allows whole classes to use microcomputers simultaneously and permits use of a variety of software formats. It is concluded that computer-assisted language instruction is an excellent tool in the promotion of independent study and review that can result in better or more efficient learning. Learner characteristics seen as contributing to achievement are discussed in relation to previous research done at the university. The best software appears to be that which capitalizes on positive learner attributes. Programs that permit self-direction, provide appropriate feedback, encourage discovery about the language, and expand student awareness of the target culture are recommended. (Author/MSE)