Both the teaching and practice of pronunciation in foreign language (FL) university courses tends to lose emphasis in favor of increased listening, speaking, reading, and writing practice despite consensus on the importance of pronunciation instruction and practice for overall communicative competence (Elliott 1995; Hockett 1950; Kaulfers 1928; Moreno-Lacalle 1918). Previous studies examining the role of formal instruction in pronunciation have yielded mixed results. Though researchers have successfully designed models of pronunciation instruction resulting in considerable improvement by FL learners (Elliott 1995; Lord 2005; Neufeld 1977), the challenge lies in developing a model of pronunciation instruction both practical and efficient for classroom use. This study seeks to confront that challenge by examining the pronunciation of beginning FL learners receiving explicit phonetics instruction and practice in a web-based learning environment. The following six problem areas for second language (L2) Spanish speakers are taught outside of the classroom via computer-mediated instruction: (1) the five basic vowel sounds of Spanish, (2) avoiding the schwa, (3) vowels side-by-side, (4) the consonant sounds p, t, and k, (5) the consonant sounds b, d, and g, and (6) the letter h. Both pre-test and post-test recordings of a word list and reading sample by 36 beginning L2 Spanish learners were analyzed quantitatively using SPSS to determine the effectiveness of web-based phonetics instruction and practice on the improvement of pronunciation. Results confirmed that participants improved their pronunciation of the vowels [e i o u] and silent h [Ø], however there was no significant difference in improvement between the treatment and control groups. Data analysis also revealed that subjects got worse in their pronunciation of the voiced fricatives [β γ] and voiceless stops [p t k]. The present study provides a discussion of data analysis in each problem area of student pronunciation as well as areas for further research.