The Common Core State Standards (CCSS) and the National Standards for Foreign Language Education have several areas of commonality: (1) both standards have the goal that all students, by the end of 12th grade, will have the skills they need to be successful world citizens; (2) the literacy skills that are found in the Common Core are the same skills that can be practiced and reinforced in the world language classroom; (3) teachers must work to ensure that all learners in world language classes have the same types of experiences; (4) teachers are being asked to focus on developing deep comprehension skills in addition to the focus on phonics and other basic skills that had been the hallmark of No Child Left Behind requirements; and (5) the new standards ask teachers to place greater emphasis on rich and varied texts so that students can be engaged in reading and learning at the same time. The author notes that after examining the connection between the National Standards for Learning Languages and the Common Core State Standards, there was an overlap between the two standards in that the strands of both are related to listening, speaking, reading, and writing at various levels of proficiency. Examples show teachers of young learners can support the demands of the Common Core State Standards, and in doing so, increase the skills of their language students, challenging them with intrinsically interesting, cognitively engaging activities that are connected to global cultures.