After a brief description of the FLES Latin program in the Philadelphia school district, this article proceeds to list changes in secondary school programs, in general, that will be stimulated by offering Latin at the elementary school level. Mentioned are such consequences as (1) an influx of average and below-average students, (2) the displacement of the grammar-translation method by visual-audio-lingual approaches, (3) the development of cultural and humanistic attitudes in learning and a moral approach to Latin literature, (4) a reevaluation of literary selections, (5) a longer study sequence, (6) interdisciplinary courses in the classics, and (7) new challenges for an expanded corps of teachers. (AF)