Secondary and college teachers from the Northeast Conference on Foreign Language Teaching responded to a survey to investigate the status of foreign language instruction in the United States. The morale of the profession was found to be high, in spite of the demands made on language teachers, reduced job mobility, and a high average age. The combination of an ebb in number of programs and enrollments with the increasing pressure from American public opinion to foster proficiency in foreign languages permits cautious optimism with regard to the possibility of a renaissance in foreign language study. Among the innovative trends of the last decade, individualized instruction, career education, and "exploratory" foreign language learning have not been widely adopted in the classroom, while foreign culture teaching and communicative competence have been generally incorporated. Surprising findings in the realm of testing include the importance of testing listening skills and extensive use of outdated standardized tests. Although the "electronic" classroom appears to be on the wane, the language laboratory and audiovisual aids are still visible instructional tools. Finally, the survey revealed great concern with the issue of promoting foreign language study to potential students. The questionnaires are appended. (JB)