Discussion of student attitudes toward sequential language programs focuses on high dropout levels characterizing current enrollment trends in the U.S. A questionnaire, designed to study student expectations towards linguistic achievement in five areas of instruction (listening, speaking, reading, writing, and customs) was completed by a selected number of secondary school students in Collingswood, New Jersey. For each of the areas of competence, students had the opportunity to select one of six levels of proficiency they expected to attain at a given period of instruction in the four-year program. The questionnaire surveys the attitudes of students of French and Spanish. A frequency tabulation of responses to the questionnaire is included. The author recommends the use of this questionnaire as a means of improving student motivation and of clarifying performance objectives of language programs. (RL)