This report addresses the extent to which students in Connecticut are receiving world language education that meets the Board's expectations. Data are presented on key world language opportunity-to-learn indicators, such as the following: staffing (e.g., with dramatic increases in enrollments in world languages at all levels, the demand for staffing has increased, and programs in world languages are starting in earlier grades); hours of instruction (e.g., since 1993, the average number of hours per year of instruction in world languages at the elementary and middle levels has increased); credits for graduation (the percentage of students taking three or more credits in a world language has increased steadily over time); facilities (e.g., language labs and computers are major instructional resources for such programs and curricular offerings); extracurricular offerings (many schools offer extracurricular activities related to specific languages); advanced placement tests (since 1993, the number of students taking advanced placement tests in world languages has increased significantly); and international education (e.g., international trips and exchanges are an excellent way for students to experience different cultures, languages, and traditions). A district summary profile of world languages is included. (SM)