The recent dissolution of many FLES programs throughout the nation is seen as a trend which is directly related to the quality of the instructional program offered. Consequently, the author lists general criteria to determine standards of excellence in FLES programs and proposes specific constraints to be observed in the development of new FLES programs. An experimental program in Bellevue, Washington is examined in which the central focus of the program is to teach toward the affective domain. Reasons for the success of the experiment are analyzed and recommended for adaptation in school districts where FLES is being introduced into the curriculum. (RL)