A study of a first-year French course using programed instruction at the University of Kentucky is described. Attention is directed to the performance of average and below-average students in the class. An outline of the learning situation notes the use of inexperienced graduate assistants as teachers, the "Basic French" text, minimal steps, individual learning pace, and immediate reinforcement. Results of the Modern Language Association (MLA) Cooperative Foreign Language Tests which were administered to the students are also presented. (AF)