The article outlines foreign language goals, identifying specific linguistic aims and indicating major factors responsible for student incompetency in language skills. The teacher shortage, the frequent lack of program coordination and articulation, professional disunity, and time limitations are briefly discussed. The need for paying more serious attention to MLA guidelines and standards and the necessity of supporting the policies of the American Council on the Teaching of Foreign Languages (ACTFL) is stressed. Suggestions are made for improving teacher training standards and for expanding study opportunities for in-service teachers. (DS)