Like all learning situations, second language classrooms contain unique sets of learners, available materials, variable physical structures, and individual teachers. All of these factors receive further definition from the total school and community surroundings, as well as changes in clientele, curricular models favored at one time or another, and money available for equipment and materials. A survey of instructional variables is presented as a framework for discussing curricular alternatives for second language teaching. The variables treated are time, goals, learning strategies and materials, and evaluation strategies. In this context, curricular alternatives are treated under the headings: (1) alternative curricular designs, (2) content alternatives, and (3) instructional alternatives. It is suggested that teachers choose various elements from the alternatives surveyed and adjust them in view of the situation, the people involved in the situation, and the desired learning outcomes. (AMH)