The second language education program of Glastonbury, Connecticut, considered to be an exemplary program in a modest community, is profiled and discussed. Since the 1950s in this system, all students study at least one foreign language, beginning in elementary school. Course offerings, which have changed little since that time, include Spanish, French, Russian, Latin, and Japanese. Factors contributing to the program's success are examined, including the climate in the language teaching profession in the 1950s and beyond, federal policy concerning language education, the long sequence of study extending from elementary through secondary school, program oversight by an interdisciplinary team, teacher qualifications, careful and open program articulation from elementary through secondary grades, a communication-oriented curriculum, and student participation in challenging exchange programs. Strong community commitment and parent participation are also noted. The text is supplemented by excerpts from local newspaper articles and comments by students and educators. (MSE)