This paper analyzes the Williamsport, Pennsylvania, Area School District's foreign language exploration (FLEX) program's effectiveness regarding the students' decisions when electing a sequential program of language courses. The FLEX program in French, German, and Spanish was implemented in three middle schools in the years 1981-85 and was assessed by dual questionnaires, administered in September and in May, and by language enrollment records. Analysis of these data for three school years revealed six student groups: (1) students loyal to their language choices during the school year, (2) students changing languages during the year, (3) students who elected to study a language in September but only decided on a particular language in May, (4) students who decided to study a language in September but decided not to by May, (5) students who elected not to study a language in September but decided to study one by May, and (6) students who remained loyal to their decision not to study a language. Further analysis revealed that the FLEX course experience did influence students in groups 2, 3, 4, and 5 in as many as three out of four cases and that it did not influence students who had chosen not to study a language. In addition, retention rates at some levels in all three languages have improved since the implementation of the FLEX course. Course implementation in earlier grades and rotation of language teacher assignment to the FLEX courses are recommended. (MSE)