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This research study investigated the effects of using supplemental authentic materials with traditional textbook-based instruction on the language proficiency of secondary students in Level 1 second (foreign) language courses. Two intact classes of German: Level 1 served as the experimental (n = 14) and control (n = 7) groups. For 11 weeks the experimental group was instructed with a variety of aural, video, and printed authentic materials twice weekly utilizing a pre- and post-reading/listening procedure. All participants completed an achievement test (listening, reading, writing, culture), a video-listening test, and an oral proficiency test. Using a posttest-only control group design and a t test for independent samples, the results showed a statistically significant difference between the groups on all tests and subtests except reading and video-listening, t(19) = 1.729, {dollar}p<.10,{dollar} two-tailed, in favor of the control group. However, the experimental group exhibited some gains and on an attitude survey reported an overwhelming preference for the use of authentic materials over textbook-based materials alone. It was concluded that exposure to authentic materials is motivational, creates positive attitudes toward unmodified language samples, and lowers students' affective filters. Thus, given the gradual process of second language acquisition and because development through interlanguage stages often produces a temporary decrease in performance, the use of supplemental authentic materials might enhance proficiency over time when introduced at the novice level and continued through the upper levels of traditional textbook-based programs.