The increased interest in FLES (Foreign Language in the Elementary Schools) programs has prompted many foreign language educators to consider the impact of program articulation on the development of a successful K-12 language program. Program articulation is the process of providing a smooth transition between foreign language classrooms, and can be viewed from two perspectives: horizontal and vertical. Horizontal articulation focuses on teaching objectives, strategies, and materials, and aims at maintaining continuity between FLES classrooms at the same level. Vertical articulation refers to the direction of the curriculum between schools and stresses that secondary schools must provide foreign language classes appropriate for those students who have experience in FLES classrooms. Specific successful models of program articulation include that of Ferndale High School (Michigan) and Cody Elementary Academy (Michigan). Such successful programs result from ongoing communication and cooperation at all levels, and from a realistic recognition of all the issues involved. (DJD)