An examination of Great Britain's declining language enrollment focuses on the disproportionate decline among boys taking languages. The literature and public policy decisions concerning equal educational opportunity for the sexes and students' curriculum choices are reviewed. The extent of the enrollment imbalance at the levels of secondary, higher, and teacher education are examined, and the claims and counter-claims of researchers concerning sex differences and sex role formation as they relate to this issue are outlined. The factors that help and hinder equality of opportunity in foreign language education are studied, including formal elements such as curriculum design and variables such as prevailing teacher and student attitudes. Certain practical remedies are proposed for retaining both boys and girls in foreign language study for more than the current compulsory two or three years. (MSE)