This study attempts to determine the effect of sequential language programs on motivating students to remain enrolled in their programs. Two language programs in the State of Utah are compared in these areas: (1) philosophy of articulation, (2) sequence of courses, (3) textbooks used, (4) registration procedures, (5) statement of FLES program, (6) qualifications of the District 1 Coordinator and the District 2 Supervisor, (7) role of districts' Directors of Secondary Education, (8) travel-study policy, and (9) summary of supervision modes in District 1 and District 2. The results of student data from districts and schools include (1) Spanish grade-point average (GPA) and grade-level dropout comparisons, (2) comparisons of districts and schools, (3) comparisons of reasons for dropping out of Spanish, for beginning Spanish, or for continuing Spanish, and (4) results. It was determined that the most frequent reason for dropping out of either program was dislike of teaching methods. Conclusions and recommendations are discussed. Questionnaires used in gathering data are appended, and a bibliography is included. (RL)