The numerous innovations in foreign language teaching during the past ten years indicate that the profession is reaching toward syllabi in which students would learn to master and apply creatively a fairly limited body of material built around basic linguistic and cultural concepts. This theme is apparent in the syllabi, or subject-matter content of particular courses; the approaches, or theoretical bases which determine the way the syllabus is treated; and the actual teaching techniques. This discussion revolves around the syllabi generally in use (grammatical, situational, and functional/notional) and widely known approaches and strategies. The latter include: (1) the grammar-translation approach; (2) the direct method; (3) the audiolingual approach; (4) media-based approaches; (5) cognitive code-learning; (6) individualized instruction; (7) the communicative approach; and (8) humanistic approaches. Foreign language teachers generally do not confine themselves to any one approach and strategy; rather they select those they judge best for their given situations. With the freedom of choice comes the responsibility to choose as wisely as possible. A decision-making process is outlined that stresses the importance of thoughtful examination of alternatives in terms of objectives, students, resources, and the teachers themselves. (AMH)