The perennial problem of articulation of foreign language programs between the high schools and the colleges is readdressed in this paper. Six factors are identified as primary in contributing to the problem: (1) instruction is paced too fast, thus encouraging superficial learning and creating a disparity of coverage practices among the many members of the profession trying to cope with the excessive amount of material for the time available; (2) college instructors expect students to come to them "knowing" the entire corpus of grammar, even if they have only two years of instruction; (3) the four-skill objectives are not always supported by classroom practices; (4) the ability to speak the target language is the best measurement of achievement of all of the skills in the classroom, and too little emphasis is placed on this skill; (5) college placement procedures are unnecessarily diverse, often haphazard, and rarely directed to the assessment of speaking or natural forms of writing; and (6) in recent years, those giving speeches, writing articles, and doing workshops have focused on specialized topics such as individualized instruction and career education and have neglected to put the specializations into a broader context in order to provide direction for the foreign language profession. (Author/CLK)