A discussion of Australia's language teaching situation focuses on the design of curricula in languages other than English (LOTE) and its possible role in the decline in LOTE enrollment in recent years, and addresses the LOTE profession's efforts to change that situation. First, Australian society's demographic composition is outlined, and the structure of educational provision for LOTE learning is reviewed. Recent language policy interventions are also discussed. A proposed LOTE curriculum design similar to one developed in the Victorian State is discussed, which looks, in particular, at several features of the design intended to stimulate access to and success in LOTE learning. Finally, the new curriculum's capacity to attract students is examined. It is concluded that several features of the new curriculum design allow the development of LOTE instruction that is impartial to diversity, eliminate the current hierarchical nature of certification, and make access to instruction much easier, especially for the large number of students wishing to begin study in grade 11. (MSE)