COURSE CONTENT AND TEACHING METHODS FOR FIRST- THROUGH FOURTH-YEAR HIGH SCHOOL LATIN COURSES ARE OUTLINED. FIRST YEAR PROCEDURE INCLUDES A PATTERN DRILL, INTERPRETIVE READING BY THE TEACHER, STUDENT READING, STORY SUMMARY BY THE TEACHER IN WORDS THE STUDENTS ALREADY KNOW, AND FUNCTIONAL QUESTIONS TO TEST COMPREHENSION. GRAMMAR QUESTIONS ARE ASKED IN LATIN. AFTER THE STUDENTS REREAD THE SELECTION, A 5-MINUTE QUIZ IS GIVEN IN LATIN. DURING THE SECOND YEAR, THOUGHT QUESTIONS ARE INTERSPERSED WITH GRAMMAR QUESTIONS AND STUDENTS BEGIN TO DEVELOP THE ABILITY TO RESPOND WITH ORIGINAL ANSWERS IN LATIN. THIRD-YEAR LATIN EMPHASIZES INTENSIVE READING OF CONTINUOUS NARRATIVES. MORE THOUGHT QUESTIONS ARE ASKED, SUPPLEMENTARY MATERIAL IS GIVEN IN LATIN, AND IDIOMATIC ENGLISH TRANSLATIONS ARE ELICITED. DURING THE FOURTH YEAR THE EMPHASIS IS ON POETRY, AND WRITTEN SUMMARIES IN LATIN MUST BE SUBMITTED ON ASSIGNED MATERIAL. INSTRUCTIONAL AIDS EMPLOYED INCLUDE WALL CHARTS, TAPES, PROGRAMED MATERIAL, WORKBOOKS, AND SUPPLEMENTARY PAPERBACKS. INDEPENDENT STUDY IS ENCOURAGED AT ALL LEVELS. THIS PAPER WAS PRESENTED AT THE UNIVERSITY OF KENTUCKY FOREIGN LANGUAGE CONFERENCE (LEXINGTON, APRIL 26-27, 1968). (AF)