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ABSTRACT The Foreign Language Camps at Virginia Tech have operated since 1981 providing week-long immersion experiences for approximately 150 high school students of French, German, and Spanish. This report describes a staffing concept and differentiated reward system at the Virginia Tech Camps: a curricular team composed of a high school teacher, a native speaker, and a junior counselor. This team effectively combines the unique expertise of each member: the teacher's knowledge and experience in teaching adolescents a target language; the native speaker's first-hand knowledge of language and culture; the junior counselor's experiences as a target language learner who is almost one of the campers' peers.