THE INCREASING NUMBERS OF STUDENTS WISHING TO STUDY PORTUGUESE, WHETHER AT THE HIGH SCHOOL OR COLLEGE LEVEL, ARE OFTEN MOTIVATED BY FACTORS EXTERNAL TO TRADITIONAL INTEREST IN THE MORE COMMONLY TAUGHT LANGUAGES. THE PROSPECTIVE STUDENT OF PORTUGUESE HAS OFTEN SUCCESSFULLY STUDIED FRENCH OR SPANISH AND PERHAPS HAS EVEN HAD FLES TRAINING IN A THIRD LANGUAGE. SUCH A STUDENT SHOULD BE OFFERED COURSES IN PORTUGUESE DESIGNED FOR SPEAKERS OF ANOTHER ROMANCE LANGUAGE (ESPECIALLY SPANISH). WHEN FEASIBLE, BOTH A REGULAR ELEMENTARY AND AN ACCELERATED COURSE SHOULD BE OFFERED. IF THIS IS NOT POSSIBLE, A SCHOOL WITH A LANGUAGE LABORATORY OR AUDIOLINGUAL EQUIPMENT COULD OFFER A PROGRAMED COURSE IN SPOKEN PORTUGUESE FOR SPEAKERS OF SPANISH WHICH DOES NOT REQUIRE THE CONTINUING PRESENCE OF AN INSTRUCTOR (SEE ED 010 319). IN ENCOURAGING ABLE STUDENTS TO STUDY PORTUGUESE, CARE MUST BE TAKEN TO MAKE USE OF THE BEST AVAILABLE TEACHING MATERIALS AND TO PLAN FOR COURSES BEYOND THE TWO-YEAR HIGH SCHOOL SEQUENCE OR INITIAL ONE-YEAR COLLEGE COURSE. ADVANCED COURSES IN LITERATURE ARE NOT SUFFICIENT TO PRESENT THE FULL RANGE OF PORTUGUESE CULTURE. COURSES IN LUSO BRAZILIAN CULTURE AND AREA STUDIES SHOULD BE DEVELOPED AND TAUGHT IN PORTUGUESE. THESE COURSES NEED NOT BE SUBORDINATED TO A LATIN AMERICAN STUDIES CURRICULUM, HOWEVER. AGAIN, INNOVATIVE PROGRAMS COULD BE DEVELOPED USING PROGRAMED MATERIALS, CLOSED-CIRCUIT TELEVISION OR VIDEOTAPED CLASSES, OR COORDINATED HIGH SCHOOL/COLLEGE CLASSROOM INSTRUCTION. BASIC TO THESE SUGGESTIONS FOR IMPROVING THE CURRICULUM IS THE NEED FOR MORE AND BETTER TRAINED TEACHERS. THIS PAPER WAS PRESENTED AT THE ANNUAL MEETING OF THE AMERICAN ASSOCIATION OF TEACHERS OF SPANISH AND PORTUGUESE, CHICAGO, ILLINOIS, DECEMBER 27-29, 1967. (JD)