Differences in social class and educational aspirations of pre- and postwar students of foreign languages are conjectured to have a significant bearing on currently declining enrollment figures in language instruction. Graphically illustrating the diversity of student-type and instructional objectives, the author discusses the necessity to develop programs which fill the needs of the individual. The relationship of instructional system characteristics, student characteristics, and behavioral goal characteristics is clarified with the frequent use of diagrams. (RL)