A case is advanced for nongraded foreign language classes as a possible solution to many current problems in foreign language instruction. Favorable results in several experimental nongraded programs in secondary schools and summer schools are cited. An excerpt from an article on ungraded classes in summer schools lists advantages to summer schools (wide ability range) and small high schools (small enrollments in upper level courses), hints on organization of modules, and the problem of record keeping. Apparent hostility to nongraded classes is also discussed. A brief bibliography is included. (AF)