Literature on the use of computers in education is vast, but there is a need for more reports from practitioners in the foreign language classroom. Leaders in the foreign language profession must provide in-service opportunities, and foreign language teachers themselves must seek active involvement with computers. Paradoxically, the United States, the leader in production of computer technology, lags behind other countries in efficient and effective utilization of computers in education. A review of developments in the U.S.S.R., France, Great Britain, Sweden, Canada, and Austria provides some guidelines for American educators. Some initiative and guidance in the use of computers in education are being provided by the House Committee on Science and Technology on the federal government level and by some states. The way some school districts are using computers gives an idea of what computers can do and why teachers should use them. Some uses in foreign language education are the mechanics of the language, the possibilities for individualized instruction, and recording and analyzing error patterns. Because the software dilemma is likely to remain the crucial problem, what is needed is extensive cooperation between curriculum specialists in foreign languages and experts in computer programming. (AMH)