This paper explores problems discussed at various conferences which relate to the formulation and implementation of a national, professional policy concerning the instruction of Latin at all levels of education. Paramount in the discussion are the positions expressed at the Oxford Conference (Ohio, 1968), the Airlie House Conference (1965), and in the Classical Investigation (1924). Basic observations in this report support an audiolingual approach to teaching and strongly condemn grammar-translation methodology. Comments focus on instructional objectives, content, methods, and teacher training. The contribution of structural linguistics to the development of the newer audiolingual theory is recognized in this study. (RL)