The purpose of this study is to provide an overview of educational and linguistic criteria that can be used in selecting, structuring, and presenting the content of foreign language instruction. Some emphasis is laid on application of criteria to Finnish public school curricula. Educational aspects of the discussion include curriculum, individual needs, and learning theories. Linguistic criteria are covered from sociolinguistic, intralinguistic, and interlinguistic points of view. Implications of all criteria are applied individually to the selection, structuring, and presentation of course content in foreign language instruction. A bibliography is appended. (Author/JB)