This is a report on a statewide experiment conducted in Pennsylvania secondary schools of all types during the 1965-66 school year. The project sought to determine the effectiveness of various teaching strategies and of the language laboratory in the environment of the real school situation. Each of 61 first-year French classes and 43 first-year German classes were assigned one of seven experimental treatments. The report tentatively concludes that while innovations in foreign language instruction have been widespread, the classroom impact may be more superficial than the profession hoped. This report is not truly final, but the first of two reports. Until the second appears, all conclusions should be viewed as tentative. (KM)