For a less commonly taught (LCT) language to thrive in a high school curriculum, issues of support and accessibility must be addressed. Counselors, administrators, and teachers must work together to show students that these are not difficult languages. Designing the programs for "gifted and talented" students unfairly excludes many capable ones, so a philosophy of equal access is important. Establishing and maintaining an LCT language must not fall totally on the teacher, but should be supported by district and building administration. Designating a classroom helps these languages find their identity within the school. The LCT language teacher's efforts to publicize it may be perceived as recruitment by other teachers; the teacher should meet with junior- and senior-high counselors to answer questions and address preconceived ideas about the languages' difficulty. A flier sent to entering freshmen can be useful. A language club helps reinforce the language and culture and promote its study. Enrolling freshmen helps ensure continued high enrollment. Creating a four-year sequence and preparing students for continued study in college also helps achieve success. Finally, a good relationship between the LCT and other language teachers is vital; enrollment issues and concerns about sharing classrooms should be discussed. (MSE)