The Bangalore Project in South India began in 1979. It has attracted the attention of many ELT professionals, thanks partly to reports and articles over the last four years. This article is in response to three such articles, the third of which appeared in ELT Journal in October 1984.1 While the potential significance of the Project itself is accepted, certain reservations are expressed, largely due to insufficient evidence provided by previous articles. The writer's main purpose is a plea for more appropriate and illustrative evidence of the methodology and materials used in the project, together with some specific evaluation of the learners' performance.