The study of undergraduate language instruction is part of a larger national study of the current status of international studies activities in American colleges and universities. Data are drawn from several annual surveys, analysis of course offerings, a random sampling of transcripts, and general requests for information from college presidents. Survey results are presented in narrative form with tables. The discussion is presented in three parts. The first addresses several very broad features of foreign language instruction, using key national indicators of progress such as enrollments in commonly and uncommonly taught languages, language requirements, and actual course-taking patterns. The second part discusses, and offers a plan of action to address, problems in institutional and national foreign language educational policy apparent from the data, including foreign language study for general education and as skill development, performance norms keyed to length of study, discontinuities in the system, high-achievers, expanded upper-level courses, and study abroad. The third part examines the needs of individual institutions as seen by their foreign language faculty. (MSE)