A study of the nature, extent, and effectiveness of foreign language education in the Soviet Union is presented. Research methodology consisted of reading available literature and a panel discussion wiht three Soviet language teaching specialists, then review of a draft report by additional specialists from Moscow and the United States. The report provides a description of the project, its methodology, and details of its findings on Soviet language standards and proficiency measurement, quality and quantity of language training available, philosophy of language education, non-classroom language learning experience, and motivation for language study. Major conclusions include the following: the U.S.S.R. did not have a system of standards for measuring proficiency; a two-track system provides intensive and non-intensive language training in elementary and secondary school; an extensive and organized foreign language community exists in higher education; philosophy and interest in language teaching theory have evolved to place more emphasis on teacher discretion and authentic materials; motivation is high; only students in intensive programs attain appreciable competence; and adherence to public language education policy has been inconsistent. Three appendices contain a reprint of a decree on the improvement of foreign language instruction, syllabic for English language instruction, and guidelines for university entrance examinations. (MSE)