This study focuses on the effect of teacher-fronted and group work instruction on beginning Chinese as a Foreign Language learners' understanding and ability to use grammar principles correctly in a Performed Culture class setting. Three sections of beginning Chinese classes at Brigham Young University were selected to participate in the study. Each section instructor was assigned one of the following teaching techniques: teacher-fronted, group work, or a combination of both teacher-fronted and group work. Quizzes focusing on grammar were given before and after instruction to all students as pre-tests and post-tests. The results showed that students being taught with the teacher-fronted classroom instruction style outperformed the group work section on quizzes, while there was no significant statistical difference between sections on oral performances. Surveys given to students showed that students' attitudes towards teaching styles did not correlate with their quiz scores.