While foreign language instruction for elementary school children is gaining attention, poor articulation is a problem that has become more complex because of the variety of foreign language program models being developed. Five main types are in use: total immersion, partial immersion, foreign languages in the elementary school (FLES), content-enriched FLES, and foreign language experience or exploratory (FLEX). As different as the models are, one principle applies to all: no elementary school foreign language program graduate should be placed with beginners in middle or junior high school. However, each of the program models has different implications for the subsequent curriculum. Successful articulation between elementary and secondary schools requires ongoing communication and close cooperation among language teachers at all levels. Elementary school foreign language programs must be considered part of the total foreign language program, not a mere prelude unrelated to the goals and activities of the secondary curriculum. The elementary school language teacher will have to be able to describe the communicative and cultural outcomes of instruction very specifically. Articulation will be smooth only if students are achieving predictable outcomes consistent across grade levels. Successful elementary programs will necessitate secondary curriculum changes and careful placement procedures. (MSE)