Twenty-five Spanish-speaking English as a Second Language (ESL) students in a California high school were the subjects of a study to determine the effectiveness of an audiovisual as opposed to an audiolingual method. After pretesting, to ensure that the subjects had approximately the same proficiency level, the students were divided into a control group, which was taught to distinguish among the nuances of English "in,""on," and "at" using a traditional audiolingual repetition method, and an experimental group, which was shown line drawings as an aid in achieving mastery of the same distinctions. The experimental group performed better than the control group on the post test, to a +.067 level of significance. The literature is extensively surveyed, and the pretest and post test are appended, along with a bibliography. (JB)