During a panel discussion on high school-university relations, with reference to language programs, the following problems were isolated: student attitudes toward academic work; non-academically inclined versus academically inclined students; differing levels of proficiency among incoming freshmen; different methodologies; and reduction in enrollment due to the elimination of language requirements. Among the suggestions for improving the situation were the following: (1) language teachers should be fluent; (2) testing should emphasize language proficiency instead of theoretical knowledge; (3) methodological experimentation should be controlled through standardized tests at the end of Grades 10 and 12; (4) articulation should begin with elementary school language programs; (5) high school language teachers' requirments should be raised; and (6) contacts should be increased between language teachers at different levels. A discussion dealt with ways of teaching grammar, use of the written form of language, and competence of high school graduates in foreign languages. (AM)