This paper reports on a pilot study conducted to determine the possible use of the cloze procedure as a substitute measure of achievement in a second-year Spanish culture and civilization class. Twenty students enrolled in a third-semester Spanish class at the University of Colorado were simultaneously given multiple choice tests and cloze tests on four cultural essays they studied during the course. Correlations between the two instruments were highly significant and ranged from .32 to .67. It is concluded that the cloze test is a better discriminator of the acquisition of cultural knowledge and is much easier to construct than a multiple choice reading test. Other advantages and disadvantages of using the cloze procedure in the classroom are discussed. (Author/AM)