Innovative curricular reforms in language instruction at an inner-city experimental high school are described in this article. The primary concern for flexibility in enrollment procedures, language offerings, planning of learning opportunities, and, in general, the total curriculum, is prompted by the recognition of individual differences and needs among students. Changes made in language laboratory design and use, development of skills courses, and use of learning packets are described in this article. Community and student attitudes toward language instruction in public schools, derived from a Louis Harris poll, are commented on and underscore the need for relevant educational program development. (RL)