The changing situation in the world and in academia requires a new perspective on priorities for Slavic language instructional materials. For example, courses must be developed that concentrate on reading skills, the main skill today's students of Slavic languages generally require. Materials needed for Slavic languages can be grouped into 16 categories, which include texts, reference grammars, readers, contrastive materials, dictionaries, phrase books and vocabulary lists, word counts, and annotated bibliographies. The necessity of each of these categories for each Slavic language must then be determined according to three factors: the relative importance of the language, the relative importance of the type of materials, and the degree to which existing materials are satisfactory. When these factors are considered in relation to the 12 languages under discussion here, the following priorities for the production of further materials emerge. First priority goes to basic four-skill courses for Albanian, Byelorussian, Latvian, Macedonian, Slovak and Slovenian; reference grammars for all the languages except Czech, Polish and Slovenian; full-size dictionaires for Albanian and Byelorussian in both directions, Latvian-English, Lithuanian-English and Macedonian-English; and bibliographies for all the languages; second-year materials for Polish, Czech, Serbo-Croatian and Bulgarian; and readers for some of the languages. (AM/KM)