Curriculum is continually changing because it is based on needs of the student, needs of society, and subject-matter knowledge. In 1973, cultural, communication, and career goals assumed greater importance. Curriculum design involves consideration of interest and ability grouping, self pacing, mastery learning, multiple approaches to learning, learning of language skills with content of individual choice according to specific interests, confluence of content and process, content based on human concerns, communication games, and peer teaching. Curricular changes in foreign language programs at the elementary level include a return to classical Greek and Latin courses and the teaching of culture. At the secondary level, language programs are including student-centered curricula, minicourses, career and interdisciplinary courses, the use of radio and television in the classroom, autotutorial materials, and total immersion programs. At community colleges, terminal courses set goals related to the interests and needs of the students. The curricula of undergraduate courses are being personalized to maintain student motivation. Use of multimedia, multiple approach to learning, career preparation, interdisciplinary programs, and minicourses stress keeping the language alive and diversity in course offerings, content, and student-teacher relationships. Research suggests that no single curriculum provides optimal learning experiences for all students and it recognizes the fact that there is no "average student." (SW)