At the Louisiana State University Laboratory School, the 4-year course sequences in French and Spanish use American Council on the Teaching of Foreign Languages (ACTFL) proficiency guidelines as a basis for planning for language skill development. In listening proficiency, the course sequence integrates teaching of listening skills with other language skills, followed by practice in listening, for both specific skill development and global understanding. For all listening activities, students should be required to do some speaking or writing in response, and should be prepared for responding. The curriculum sequence evolved in three stages: (1) high school years of study were coordinated with the ACTFL guidelines for listening, based on language functions designated for mastery; (2) course content at each level was reviewed for phonetic and structural content needed for listening skills; and (3) sequenced activities were structured for teaching and practicing effective listening. The last stage involved division of instruction and practice activities into three categories (mechanical, contrived language practice, and unadapted native speech) and the amount of time to be devoted to each was determined. Sequential listening training enhances language proficiency and student confidence. Sources of Spanish and French materials and a brief bibliography are appended. (MSE)