Current usage of third person direct and indirect object pronouns in textbooks, literature, and oral language is examined, and graded exercises and techniques stressing the practical, communicative function of these pronouns are suggested. Classroom drills and variations are proposed based on an examination of 30 first-year college texts that shows authors generally do not capitalize on the similarity of forms between definite articles and direct object pronouns. Recommendations are made for teaching object pronoun placement in two-verb sequences, drawn from examination of contemporary novels, and special attention is given to the contention between lo(s) and le(s) with verbs of perception as used by native speakers. Classroom explanations and exercises are given for indirect object pronouns, and a review of textbook treatments of meanings of the indirect object are summarized. Teachers are encouraged to treat object pronouns not as isolated items in the syllabus, but as elements to be reintroduced continually, amplifying on their meanings in the communicative process. (MSE)