The purpose of this article is to provide a review of current research on two of the original ACTFL (American Council on the Teaching of Foreign Languages) research priorities areas, model teacher preparation programs and teacher oral proficiency, as well as a look at future directions for research in these areas. Driven by the call for continued research in the original articles, this article lays the foundation for future research on effective world language (WL) teacher preparation programs. Despite the premise from the original articles and the growth of teacher preparation programs built around the ACTFL/CAEP Standards, further research is necessary to fully realize the effects of teacher's proficiency levels on teacher effectiveness and student outcomes.