THE LACK OF UNIFORMITY IN TEACHING PRACTICES, COURSE CONTENT, MATERIALS, AND TEACHER PREPARATION HAS HAMPERED ACHIEVEMENT IN FLES PROGRAMS AND PRODUCED MANY UNSTABLE PROGRAMS. THERE IS AN URGENT NEED FOR OBJECTIVES TO BE CLEARLY DEFINED AND CRITERIA TO BE DEVELOPED FOR JUDGING THE EFFECTIVENESS OF SERIOUS FLES PROGRAMS. WITH PROPERLY SEQUENCED LINGUISTIC MATERIALS, EFFECTIVE METHODOLOGY, AND AN AWARENESS BY TEACHERS AND ADMINISTRATORS OF THE LEVEL OF ACHIEVEMENT WHICH SHOULD BE EXPECTED OF THE STUDENTS, CONSIDERABLE IMPROVEMENT COULD BE MADE. RESEARCH IS NEEDED TO AID IN DETERMINING THE AMOUNT OF LANGUAGE TO BE TAUGHT, PRODUCING MATERIALS AND ACHIEVEMENT TESTS, IDENTIFYING METHODS TO BE USED, DESCRIBING TEACHER QUALIFICATIONS, AND DELINEATING THE CONDITIONS THAT SHOULD BE PROVIDED BY THE ADMINISTRATION. IN ADDITION, THE PROFESSION MUST INVESTIGATE WAYS OF TRAINING FUTURE ELEMENTARY SCHOOL TEACHERS TO ASSUME SOME OF THE FLES TEACHING TASK. THIS ARTICLE WAS PUBLISHED IN "THE DFL BULLETIN," VOLUME 6, NUMBER 3, MARCH 1967. (AM)