The role of world languages in the internationalization of college campuses in the United States (U.S.) has become a recurring theme of discussions in academic, government, and private sectors. Topics have ranged from the lack of a common definition of internationalization to a review of college curricula. Klee (2009) and Bettencourt (2011) have recently proposed a re-examination and renewal of an instructional approach introduced almost three decades ago, Cultures and Languages Across the Curriculum (CLAC). In this article, the author looks at two issues: (1) the overall goal of CLAC programs; and (2) the related topic of the necessary conditions for rigorous and informative research of these programs. First, the author describes the current state of affairs in the teaching and learning of languages other than English in the U.S. Second, she highlights findings from a recent literature review on internationalization that bear directly on the development of CLAC programs and related research. Third, she presents a typology of CLAC models created by Davies (2012) to exemplify the diversity of programs and the issues this poses for the unification of the CLAC "movement" (http://clacconsortium.org/). Fourth, the author maintains that situating CLAC programs within a theory of learning will strengthen research, promote cross-institutional collaboration, and lead to program improvement and possibly the growth of CLAC programs nationally. The author suggests two conceptual frameworks within which CLAC programs might be situated: Linguaculture and a Sociocultural Theory of second language acquisition. Finally, using the CLAC program in the Residential College in the Arts and Humanities (RCAH) at Michigan State University (MSU) as an example, the author describes the application of three key components of these theories to the RCAH's CLAC program.