A chart of FLES program types indicating possible variations in program design due to variables in teachers, materials, time, and students focuses on the lack of a national, standardized, FLES policy. After discussing the patterns of organization of instruction, the author notes criticism often levied at FLES programs and provides sample, typical, and inadequate responses to such charges. The need to redefine FLES in terms of realistic and credible objectives is developed. Five types of programs, focusing on the preparation of teachers, are examined, including: (1) the classroom teacher with foreign language training, (2) the team teacher with foreign language training, (3) classroom exchange for foreign language instruction, (4) the itinerant specialist, and (5) lesson presentation by television. Other factors affecting FLES instruction refer to sources of instructional materials, time allocation, and a class profile. A short, annotated bibliography is included. (RL)