A discussion of foreign languages in the elementary school (FLES) begins with a brief history of the program's emergence and status in the United States, a summary of the rationale for early language study, and descriptions of the major FLES program types. An Ohio survey of elementary school foreign language instruction is reported, and the programs of two Ohio cities, Cincinnati and Columbus, are described in some detail, focusing on program emphases, design, and results. General suggestions are made for choosing and implementing FLES programs, and the importance and mechanics of program articulation are discussed. Issues emerging for future planning of FLES programs are noted, including teacher training needs, the need for adequate and appropriate materials, and the importance of collaboration among language teachers at all levels. (MSE)