Comparisons are made between two introductory German sections at the State University of New York, Stony Brook, one of which had a conventional language laboratory and the other a computer assisted instruction laboratory. A brief description of the instructional arrangements is followed by descriptions of experimental comparisons, making up the bulk of the article. Sections are compared on language aptitude, overall academic achievement, course grades, achievement in German, and student opinion. For a related document see ED 016 978. (AF)