As a group, the uncommonly taught languages have benefited greatly from government funds and activities that support their instruction. Although in absolute terms their enrollments are low, many of these languages have been gaining students in recent years. Instruction in the uncommonly taught languages accounts for more than half of the student population at the two largest government language schools. There is a limited number of teaching materials for the uncommonly taught languages; materials development is largely dependent on federal funding. Federally-funded activities supporting the uncommonly taught languages, a list of selected publications, and enrollment trends in secondary schools and higher education institutions are covered here. Enrollment trends, manner of instruction, and goals of government language schools are discussed. Data on organizations of teachers of uncommonly taught languages and results of a survey on current concerns and trends in the teaching of these languages are presented. Survey information was obtained from departments of Slavic, Oriental, Middle-Eastern, and Classical languages at U.S. universities. The following types of instruction were found to be available for many of these languages: bilingual education, career education, immersion courses, independent study, individualized programs, computer-assisted instruction, affective learning activities, and study abroad programs. (SW)