Two recent reports offer some paradigm-shifting proposals regarding the teaching of world languages in general at the undergraduate level. The Modern Language Association's (MLA's) "Foreign Languages and Higher Education: New Structures for a Changed World" and "Report to the Teagle Foundation on the Undergraduate Major in Language and Literature" are the products of the ideas and perspectives of serious, thoughtful professionals from the four-year college and university sectors, the MLA, members of the legal and medical professions, and outside consultants. These reports propose several significant changes to the content and structure of the undergraduate foreign language major--changes that affect language curricula across the spectrum. Many of these changes, particularly in the area of pedagogy, are a validation of many teaching practices pioneered by community college faculty. Absent from these reports, however, is a specific consideration of the community or two-year college perspective, a sector that currently enrolls nearly half the undergraduate student population in the United States and about one-third of all the undergraduate students in Spanish and Portuguese. In this article, the author assesses the impact of these reports on curriculum development and reform at community colleges.