ABSTRACT  Foreign language experiences in the elementary schools are making a comeback. Several states and numerous school districts are instituting extensive early second language experiences; others are investigating the option and are looking for information from programs currently in existence. This study describes basic characteristics of Foreign Language in the Elementary School (FLES) programs in the state of Michigan. Goals and objectives were identified, and perceptions were recorded as to whether the indicated outcomes were being achieved. Also ascertained were the languages offered, learning materials and pedagogical techniques used, and time spent on foreign language instruction for various grade levels. Other topics covered in this paper are articulation with the junior high and high school, program strengths and weaknesses, perceived collegial and community support, and evaluation. The information gathered from this research is intended to be used for comparison with findings of earlier studies, to furnish information to schools interested in establishing FLES programs, and to provide a vehicle of self-evaluation for programs already instituted.