A project developed at Indiana University of Pennsylvania was designed to meet the needs of secondary school teachers of French and Spanish in two areas: proficiency maintenance and improvement, and proficiency testing. The program consisted of four phases, two during the funding period and two follow-up. The first, proficiency-building, involved a series of Saturday language immersion sessions throughout the academic year. Teachers talked with each other about topics geared to strengthening their target-language proficiency. The second phase, proficiency training, occurred in a 3-week summer institute. The first part, subcontracted to the American Council for the Teaching of Foreign Languages, trained selected teachers in conducting and rating the Oral Proficiency Interview. The second part involved proficiency-oriented curriculum design and instructional strategies. During phase three, proficiency implementation, participants implemented projects developed in the summer workshop, using funds allocated for that purpose by district superintendents. Evaluation and dissemination of project results, the fourth phase, occurred informally and in a methodology conference at the university. (MSE)