The University of Pennsylvania's foreign language requirement self-study resulted in re-evaluation of the existing language program. It revealed that most freshmen were not exempted from college second language study by standardized test scores and that the university's required courses were not producing the desired results. These findings suggest that a requirement based on length of study was inadequate. As a result, language departments established language proficiency requirements for graduation in place of course requirements. The French department adopted performance standards for oral interaction, listening comprehension, reading comprehension, writing, and culture at four levels that include specific skills and a specified standardized test score. Two years' experience with the revised language requirement has affected the university's language- learning environment in a variety of ways. Faculty involvement in program design and policy formation has increased, as has faculty time required for organizational work. Teaching assistants have become more realistic about student achievement goals and have gained a better sense of what constitutes a well-taught course. Greater awareness of curriculum design has stimulated development of methods and materials throughout the language program. Finally, although quantitative data concerning student achievement is not yet available, pass/fail enrollment data suggest a positive effect on student learning. The American Council on the Teaching of Foreign Languages provisional proficiency guidelines and their proposed scale for French 4 proficiency are appended. (MSE)