Presented is a brief survey of the Structural Approach as it has been introduced in the teaching of English in the non-English-medium primary and secondary schools in Malaysia and a discussion of some of the obvious problems in the implementation of the program. The author assesses the standard of written work produced by students on the various levels, with the aim of determining sensible standards of attainment. He concludes, as a result of this study, that the Structural Approach is difficult to adopt on a country-wide basis. He recommends that (1) research into teaching materials and schemes be centrally located and disseminated to all SEAMEC (Southeast Asian Ministers of Education Council) members; (2) proficiency tests in English at the primary level be oral rather than written; (3) English teachers, and students who will attend English-medium universities, should have an intensive post-secondary school course of 6-9 months; and (4) the SEAMEC Centre should encourage a two-way flow of ideas concerning local problems in English teaching. Sample compositions by Malaysian students in English-medium primary and secondary schools, and in Malay-medium and "newly conforming" secondary schools, which illustrate the relative levels of attainment in English, appear in the Appendix. [Not available in hard copy due to marginal legibility of original document.] (AMM)