Within both first andsecond language acquisition research, a critical or sensitive period for complete attainment haslargely been substantiated in phonological studies, although it is questionable whether age shouldbe examined in isolation from sociopsychological influences and the extent of exposure to thesecond language. This study sets out to challenge the Critical Period Hypothesis (CPH) byexamining phonological performance among highly motivated subjects who use German daily asgraduate student instructors and who have been immersed in the language through in-countryresidence, augmented by years of instruction in both language- and content-based courses. Themethodology developed seeks to expand the realm of factors that are potentially conflated withage, such as instruction, motivation, suprasegmental training, and self-perception of productiveaccuracy, and other factors that have not been addressed in previous studies on ultimateattainment. Production tasks target sounds difficult for nonnative speakers (NNSs) according tocontrastive analysis, and task types range in complexity from isolated words to sentences,paragraphs, and free speech. A mean rating was computed for each speaker, including nativespeaker controls, according to native speaker judgments. When averaged across all tasks,nonnative speaker performance did not overlap with native performance. However, severalvariables correlated significantly with outcome, including suprasegmental training, whichindicated performance closer to native level.