ABSTRACT Students who begin the study of a foreign language in college are typically placed together in an omnibus course, regardless of individual professional and educational aims. This paper recommends that the basic courses be restructured, with separate tracks for students pursuing language study for differen t purposes. Three possible tracks are outlined: one for language majors, another for students preparing for international professions, and a third for students who need to fulfill the expectations implied by a language requirement. The Languages for International Professions Program at Arizona State University is described as an example for the preprofessional track