This general assessment of the foreign language teaching profession moves from a discussion of the milieu in which the foreign language teacher works to an attempt to address the question, "Can teachers really make a difference?" The need for vision in the teacher's role is affirmed in the context of the difficulties of identifying the characteristics of the effective second language teacher. The essay culminates in an effort to synthesize knowledge about several issues that influence the daily decisions of every language teacher in every classroom. The following conclusions are set forth: (1) the instructor must be discriminating in decisions about use of the native language; (2) the practice of new language structures and vocabulary can take many forms, the only requisite being that students attend to meaning in order to respond; (3) careful analysis and judgment by an instructor will result in less use of rote learning than is currently the case; (4) the instructor must exercise great care in choosing his response to wrong answers or no answers from students; and (5) in responding to requirements to mainstream handicapped children, a knowledge base can be built both from the field of special education and from new classroom experience. (JB)