A study investigated techniques and practices for teaching second languages (French, German, Spanish) in 25 urban schools in different areas of England. It was found that the overall quality of work in modern languages was very good in 1 school, good in 5, satisfactory in 7, less than satisfactory in 10, and poor in 2. Three of 10 lessons seen were good or very good. Nearly half were less than satisfactory, even in schools where good practice was expected. Specific features appeared to contribute most to successful learning: positive teacher attitudes and good teaching skills; high but realistic teacher expectations expressed in challenging but attainable tasks; thoughtful lesson planning, especially with use of lesson themes; extensive target language use with support to aid student comprehension; effective use of commonly available audiovisual aids; and administrative leadership and support. Several other factors appeared to be important, including qualified teaching staff, recent and appropriate inservice training, school-produced supplementary teaching resources targeting student interests, and placement by ability from an early age. Poor quality instruction was associated with low expectations, poor working atmosphere, little use of the target language, and lack of focus and purpose in lessons. School data and exemplary lesson descriptions are appended. (MSE)