The importance of faculty development programs involving coordination between institutions of higher education and elementary and secondary schools is discussed. High school language teachers often express an interest in tailoring their courses to foreign language study at the college level. Such coordination requires mutual understanding about the programs and practices being followed at all levels of schooling. Some educators have discussed a plan to institute a nationwide high school and college coordinated faculty development program. Consequently, North Carolina State University initiated a two-year professional development program featuring coordination between the college and local county educators. An ad hoc committee meets to discuss such issues as classroom techniques, the role of placement tests, and student evaluation. The major thrust is to address problems of articulation. This entails defining competencies and levels of achievement so as to enable students to experience a smoother transition to college language courses. The committee has had the desirable effect of increasing interest and concern in the obligations of professional education. (RW)