A survey of 368 second language teachers at the elementary school, middle school, high school, and college level in the southwest United States (Arizona, Colorado, Nevada, New Mexico, Texas) investigated teachers' priorities for language instruction in the 1990s. Respondents ranked aspects of language instruction in priority order. Results were similar for all states. Averaging of rankings resulted in this rank order: (1) methods; (2) curricula; (3) materials; (4) advocacy; (5) teacher preparation; (6) travel opportunities; (7) testing; (8) articulation; (9) requirements; (10) research; (11) career applications; and (12) professional organizations. It is noted that the first three items correspond to areas of intensive interest and work in the teaching profession in recent years, yet remain highly ranked. It is also concluded that advocacy to the public of the value of language study is a primary concern of teachers. Subareas of each of the 12 priority areas were also ranked, revealing specific areas of teacher concern. The questionnaire used in the survey is included with the report. (MSE)