DURING THE FALL QUARTER OF 1965 AT KALAMAZOO COLLEGE, IN MICHIGAN, A FACULTY MEMBER AND A SENIOR STUDENT JOINTLY SHARED THE TEACHING OF TWO BEGINNING GERMAN COURSES WITH, IN EACH COURSE, SOPHOMORES AND SOME FRESHMEN FROM ALL ACADEMIC DEPARTMENTS. THE STUDENT TEACHER, IN ADDITION TO HIGH SCHOOL AND UNDERGRADUATE STUDY, HAD SPENT A YEAR-AND-A-HALF IN GERMANY AND HAD THE PROFICIENCY NECESSARY FOR THE AUDIOLINGUAL APPROACH USED IN THE TEACHING. THE STUDENTS NEVER KNEW IN ADVANCE WHICH OF THE TWO WAS TO BE THEIR INSTRUCTOR, THOUGH IN THE WEEKLY DOUBLE SESSION BOTH PARTICIPATED. A QUESTIONNAIRE AT THE TIME OF THE FINAL EXAMINATION REVEALED THAT WHILE MOST STUDENTS HAD APPROVED OF THE EXPERIMENT, THE CONSENSUS STRESSED THE IMPORTANCE OF CAREFUL SELECTION OF THE STUDENT TEACHER. SOME FELT THAT THE STUDENT TEACHER, CLOSER TO THEIR OWN STATUS, HAD AT TIMES GIVEN EXPLANATIONS MORE CLEARLY THAN THE FULL-TIME FACULTY MEMBER. BOTH TEACHERS THOUGHT THAT THEIR OWN PARTICIPATION IN THE EXPERIMENT WAS A STIMULATING AND VALUABLE LEARNING EXPERIENCE. (GJ)