A study of elementary school foreign language programs in eight states yielded information about the status and design of language immersion, revitalized foreign language in the elementary schools (FLES), and foreign language experience (FLEX) programs. Immersion programs consist of the usual curriculum content presented entirely in a second language, begun at any grade level. Research has shown consistently good immersion program results in English, second language, and subject area performance. Potential disadvantages include lack of materials, a shortage of adequately trained teachers, and costs. FLES programs, providing before- and after-school language instruction, have been revitalized and now emphasize spoken language more than they used to. New directions in FLES include language presentation in a meaningful context, less emphasis on grammar, increased use of visuals and realia, and increased use of physical activity. Interesting instructional material for FLES is still inadequate. FLEX programs are self-contained, non-articulated programs designed to introduce students informally to language study. Their objectives are to strengthen language programs and retention, motivate children and give them a sound basis for second language selection, encourage mastery of a limited amount of language material, increase intercultural sensitivity, and instill awareness of career use of foreign language skills. A chart of immersion programs in the United States is included. (MSE)