Oral communication across the curriculum programs initiated at universities and colleges are likely to experience several problems, including high costs and heavy workloads for faculty. An Oral Communication Program (OCP) designed to overcome potential problems was instituted at Radford University, Virginia. Results of the program's first year assessment suggest that OCPs, if appropriately planned and implemented can successfully and effectively enhance communication training in a cost-effective manner. Based on Radford's one year of operation and review of other OCPs the following recommendations are offered: (1) that quality control over communication-intensive courses should be provided; (2) that ongoing efforts should be maintained to secure funding from both public and private agencies because of high costs involved in the implementation of such programs; (3) that a clearinghouse for the sharing of instructional materials aimed at serving increased number of clients without increasing staff should be established; and (4) that evaluation and assessment of all major activities should be carried out. OCPs carry several implications for the Speech Communication discipline. If successful, they could create additional demand for speech communication courses as more students become interested in improving their communication skills; and they could also increase awareness of faculty, students, administrators, and funding agencies of the importance and academic credibility of Speech Communication. (Twenty-three references and 2 tables are appended.) (LT)