Language teaching problems from elementary to graduate schools, identified by a series of questionnaires and centering around problems of program articulation, are described. The lack of bona fide FLES programs is noted. Problems of placing FLES students at the junior high school level with different training, the proper time to begin second language study, and the duration of language programs are discussed. Considerable attention is directed to college level problems including the nature of course content in view of the declining foreign language requirement. Freshman placement practice is also considered, and teacher training at the graduate level is examined. (AF)