ABSTRACT  The use of native speaker paraprofessionals may be one way of helping today's foreign language teacher overcome the difficulties inherent in being many things to many students. Proceeding from an identification of the problems that teachers face in trying to provide a more comprehensive approach to foreign language teaching, an experiment was designed to evaluate the effectiveness of the native paraprofessional. The project proposed a closer working relationship between the native speaker and the classroom teacher. The results of the experiment appeared to indicate significant improvements in speaking, reading, and listening skills and a more positive attitude toward the target culture. Although the native paraprofessional may be a partial answer for today's teacher, increased involvement of students and the native speaker is essential at all stages of planning to insure accountability.