Successful language study in college depends on intelligent placement of entering students. The types of placement tests must first be determined, then norms must be established by the specific college or university doing the placing. The variables affecting student achievement in high school language courses can serve as a guide for the student's placement in college classes. Some of these variables include a continuously changing faculty, a lack of carefully thought-out goals, a lapse of time for language study between high school and college, and a lack of uniform instruction and technique from year to year within the high school. If good language students are to be produced, the institutions of higher learning must recognize their responsibility to work closely together with the high schools toward improved program articulation. (SS)