Data from a national survey of students and teachers working within Norway's system of mixed-ability instruction in the elementary and early secondary schools suggest that, after ten years of implementation, the teaching and testing system is workable and that some aspects work relatively well. Instruction in English as a second language in a mixed-ability system has some problems that will be a continuing challenge for researchers and teacher trainers. When the curriculum was designed, the communicative aspect had not been worked out well, but it is anticipated that the revisions in the 1985 teaching guide will alter the previous non-communicative skills orientation to a more communicative one, especially in the direction of oral skills and cultural education. These changes are expected to lead to changes in testing. Some data interpretation and tables are included from both teacher and student responses and a national evaluation system. (MSE)