An examination of foreign language syllabus design reviews current literature on six syllabus types and discusses the process of choosing and integrating syllabi for classroom use. The six syllabus types are structural, notional-functional, situational, skill-based, task-based, and content-based, characterized as differing by increasing attention to language use and decreasing attention to language form. Possible suggestions for using each type are suggested, and each is evaluated. Grounds for choosing a syllabus type and various ways of combining and implementing them in a foreign language teaching program are discussed. The discussion focuses on the teaching of English as a second or foreign language because of the extensive literature in this area and the ease with which it can be generalized to instruction in other languages. An annotated bibliography and a list of references are included. (MSE)