A study investigated the relationship between the degree to which students in an elementary foreign language immersion program use appropriate grammar, sentence structure, and vocabulary, and how many minutes per week teachers use direct instruction to teach these skills. Elementary foreign language teachers (n=53) were surveyed to (1) investigate their beliefs about how often their students use appropriate grammar, sentence structure, and vocabulary, (2) determine how much time immersion teachers spend on direct instruction each week, and (3) examine how satisfied they are with the amount of time they spend on these skills. Quantitative results suggest that students do not frequently use these skills appropriately, and that use of the skills improves with the length of enrollment in the immersion program. Qualitative findings suggest that teachers have very different opinions about how much time should be spent on direct instruction; some wish they could spend much more time, while others are content with integrating these skills into content instruction. Suggestions for further research to address this discrepancy are offered. The questionnaire and cover letters to teachers and superintendents are appended. (Contains 10 references.) (MSE)