Abstract The non-technical article attempts to uncover some hidden gaps in the design of enrollment surveys in general and foreign languages in particular. Numerous caveats pertaining to interpretations of the data are offered: what is the enrollment “universe”? Did all reporting agencies gather the data in the same fashion? Who isn't included? The main objective of the article is to provide teachers with a non-statistical, logical approach to determining the relevance of enrollment studies to their particular school systems.