The author argues for the inclusion of language in science, technology, engineering, mathematics (STEM) curriculum. She begins by examining the American Association of Arts and Sciences (AAAS) statistical report of U.S. language study. Language instruction in public and private schools has been declining throughout the years while pressures from all around the educational community and within it are focussing on science, technology, engineering and mathematics, or STEM, as is it commonly known. The thinking is that the American economy is based on human capital versed in STEM--that what really counts is the next Facebook, Tesla or genetic advance. However she explains that language should complement STEM curriculum. A powerful argument for early language instruction has been made in the field: bilingualism produces better brains. As far back as 1989, studies were showing that elementary students taking languages scored higher on cognitive skill tests (Foster, K. M., & Reeves, C. K., 1989). Foreign Language in the Elementary School (FLES) improves cognitive skills. ("FLES News," 2(3), 4.) The American Council on the Teaching of Foreign Languages (ACTFL) traces what these skills mean for all kinds of performance. "These cognitive benefits of language learning have been shown to enhance student performance producing: (1) Higher standardized test scores; (2) Higher reading achievement; and (3) Expanded student vocabulary in native language (English). She concludes by offering suggestions of linking language instruction with STEM curriculum, and invites readers to start a dialogue on this topic.