The paper reviews the selection and use of the Dartmouth Intensive Language Model at Western Maryland College. The purpose was to produce a student who could read, understand, speak, and write French easily enough to make a foreign language major attractive and less formidable. The program proposed a three-semester sequence of intensive French courses to replace the traditional four-semester sequence of elementary and intermediate French. Student responses to the courses revealed favorable evaluations of the format. The course also guided apprentice teachers in the improvement of language skills. This improvement was due also to a presemester teacher workshop where pedagogical techniques were explored. (JK)