This study aimed at ascertaining the general acceptability of the instructional materials and procedures for teaching speech based on the evaluation of experts, and the usefulness of these materials for developing speech recognition and production skills among college students. Specifically, this study aimed to answer the following questions: 1. Were the instructional materials produced acceptable in terms of: (a) Physical aspect, (b) Objectives, (c) Instructional, (d) learning activities, and (e) evaluation instrument? 2. How useful were the instructional materials in the development of recognition and production skills as shown in their post-test gains when the participants were classified (a) as a whole, (b) as to sex (c) as to location of high school where they graduated from, and (d) as to type of high school where they graduated from ? 3. How did the participants differ in their pre-test performance in recognition and production when classified as to (a) sex, (b) location of high school where they graduated from, and (c) type of high school where they graduated from? 4. How did the participants differ in their post-test performance in recognition and production when classified according to (a) sex, (b) location of high school where they graduated from, and (c) type of high school where they graduated from? The subjects were 49 college students of Speech Improvement at the West Visayas State University in the summer of 1986, from April 18 to May 26. Incidental or accidental sampling was employed. The 18 instructional materials in speech intended for college students were patterned after certain suggestions by authorities in the field of language teaching--Lado, Fries and Prator, among others. The groupings of the phonemes was based on a contrastive analysis of the sound systems of the two languages (English and the Philippine dialects) and on observed substitutions. The instructional materials were submitted to 10 jurors for evaluation. The results were tabulated, analyzed and interpreted as to their acceptability or unacceptability before they were tried out among the students. The method of research employed was the experimental design using the single-group technique where the significance of the differences between correlated means obtained from the same test administered to the same group upon two occasions was determined. A pre-test was given before the try-out and a post-test after it. The results for both tests were obtained, analyzed and interpreted.