The restructuring of the Romance language program at Howard University to improve oral proficiency involved modification of goals, syllabi, classroom activities, and testing. Goals were adapted to American Council on the Teaching of Foreign Languages (ACTFL)/Educational Testing Service (ETS) guidelines for oral proficiency. Assessment of French and Spanish programs led to revision of the syllabi and activities descriptions for each level. Success of the restructuring process has required teacher cooperation and support, and a workshop for familiarization with the goals and techniques of teaching and testing for oral proficiency. A preliminary diagnostic review is administered to students at each semester's beginning, with results guiding class activity planning. Vocabulary use in context is stressed. Language laboratory use is required at levels 1 and 2, and students are encouraged to attend a free listening laboratory. Opportunities for students to make class presentations are substantial, and role-playing is a popular activity. Teachers are encouraged to build personal libraries of listening materials and visual aids. Midterm and final testing is by interview using ACTFL/ETS guidelines and strategies. Listening comprehension tests and quizzes are also used. Point and percentage systems have been adapted for evaluation. A brief bibliography is included. (MSE)