The passage of the federal No Child Left Behind Act of 2001 established foreign languages as a core curricular area. Nonetheless, educational policymakers at the state and local levels often opt to allocate greater resources and give instructional priority to content areas in which students, and ultimately the school systems themselves, are held accountable through high-stakes testing. This article highlights a study designed to explore quantitatively whether foreign language study on the part of first-year 3rd grade foreign language students who continue their foreign language study through and including the fifth grade in Louisiana public schools contributes to their academic achievement in curricular areas tested on the Iowa Tests of Basic Skills (ITBS) and the Louisiana Educational Assessment Program for the 21st Century (LEAP 21) test. Concurrently, a qualitative aim, assessed using a survey and interviews, examined how foreign language teachers of the students tested in this study perceive that they link instruction to the reinforcement of English language arts, mathematics, science, and social studies content standard skills.