The mean scores of English Language Learners (ELL) and English Only (EO) students in 4th and 5th grade (N = 110), across the teacher-administered Grammar Skills Test, were examined for differences in participants' scores on assessments containing single-step directions and assessments containing multiple-step directions. The results indicated no significant differences between participants' mean scores on the pre, mid, and posttest. Differences in the mean scores of 4th and 5th grade participants yielded statistically significant results (p less than 0.05). ELLs with high levels of English language proficiency had higher mean scores than EOs. ELLs' language proficiency levels and mean scores revealed moderately strong correlations (p less than 0.01). This study is relevant to teachers and researchers interested in direction complexity, memory, and ELL issues. Appended are: (1) CELDT Levels Matrix; (2) Student Assessment Booklet; (3) Assessment Administration Instructions; and (4) Student Testing Permission Slip. (Contains 6 tables.) [M.A.Ed. Thesis, Bethany University of the Assemblies of God.]