Most postsecondary institutions are committed to internationalization of their curricula, global awareness, and appreciation for multiculturalism. However, proficiency in a foreign language plays a marginal role, at best, in reaching these goals. In an attempt to understand the perceptions about the role of foreign language in postsecondary education, liberal arts faculty and administrators were polled regarding their beliefs about foreign language. Responses indicate that regardless of their support for foreign language, faculty members generally believe that learning another language means instruction in grammar and lexicon, with little attention to culture. Although faculty generally agreed that proficiency in another language is important, degree programs in the service professions were viewed as too prescriptive to allow students enough time to learn another language. (Contains 1 table and 3 notes.)