The notion of a functional syllabus has received widespread attention in recent years, so much so that in many cases it is being used where it is not suitable. One question is to what extent the functional syllabus may provide a framework for learning language structure, as it is difficult to impose any kind of structural organization on a functional syllabus. Where this is important, as in beginner courses, a functional design might better be avoided. A grammatical approach at the elementary level, followed by a functional approach at an advanced level, may be the best solution. A recommended approach is one that proposes gradual, small-scale development of functional materials to be integrated as part of already-existing programs. One example of how a functional component may be so integrated can be found in the third- and fourth-year program of Croatian secondary schools, where a specialized program is in use, but a common-core syllabus represents areas of common needs irrespective of specialization. A functional component integrated in the common-core syllabus could use theme-specific materials of the source texts as a starting point for a wide range of topics, and could be expected to help develop communication ability in everyday conversational interactions. (Author/AM)