The English language arts program in Trinidad and Tobago is handicapped by several conditions. Overcrowding is a problem and reduces the chances for learning. The syllabus in use is outmoded and evidences little understanding of children's language problems. The primary school program is directed toward the Common Entrance Examination. Observations of particular classes reveal additional problems. Questionnaires answered by teachers provide information on their attitudes and teaching practices. The development of new materials and methodologies is needed. An adequate description of the vernacular and its influence on the children's learning must be prepared and published. Teachers' colleges must begin to provide their students with a knowledge of the linguistic problems of the country and instill in them an attitude of experimentation in their teaching. (Author/VM)