A self-paced introductory French course sequence offered at Francis Marion College (South Carolina) was begun in response to nontraditional students' difficult study schedules and varied language backgrounds and knowledge levels. This program of individualized instruction has objectives identical to that of standard French instruction at the same level, and students can alternate between courses taught by the two methods. However, procedures differ significantly. In the self-paced course, class attendance is mandatory, but students work with text and syllabus at their own pace. The syllabus is organized by course days, not class meetings, and students take exams when they feel they are ready. The oral language component is satisfied through teacher example, regular language laboratory or home audiotape use, and three laboratory examinations. Conversation sections are used to reinforce language learned in the laboratory, address problems in text material, and contribute to group dynamics among self-paced students. Increased flexibility is the principal advantage of the method, and promotion of self-reliance and initiative is also a valued result. For the instructor the main difficulty is in the paperwork generated with the method, primarily in the number of tests and test versions required. Self-pacing has increased French enrollment. (MSE)