SEVERAL ASPECTS OF THE TEACHING AND STUDY OF MODERN LANGUAGES IN HIGHER EDUCATION WERE SURVEYED, SUCH AS (1) DEGREES AWARDED IN 1958-59, (2) MAJORS ENROLLED IN THE FALL OF 1959, (3) AVAILABILITY AND USE OF LANGUAGE LABORATORIES, RESIDENTIAL HOUSES, AND PROGRAMS ABROAD, AND (4) CURRICULUMS AND STAFFING TRENDS. QUESTIONNAIRES WERE ADDRESSED TO MODERN LANGUAGE CHAIRMEN OF 1,125 INSTITUTIONS. FROM REPLIES TO THIS QUESTIONNAIRE AND FROM REPLIES TO TWO OTHER SURVEYS CONDUCTED SIMULTANEOUSLY, IT WAS FOUND THAT ONLY 1,052 OF THE 1,125 INSTITUTIONS CONTACTED OFFERED MODERN FOREIGN LANGUAGE INSTRUCTION. A TOTAL OF 992 REPORTED THAT THEY WERE EITHER OFFERING DEGREES WITH A MAJOR IN MODERN LANGUAGE (729) OR OFFERING INSTRUCTION BUT NOT A DEGREE (193). ON THE BASIS OF THE FINDINGS IT WAS POSSIBLE TO PREDICT THE AREAS AND EXTENT OF THE SHORTAGE OF MODERN FOREIGN LANGUAGE TEACHERS FOR THE NEXT TWO YEARS. THE INCREASE IN ENROLLMENTS AT THE UNDERGRADUATE LEVEL IS AN ASSURANCE THAT AN INCREASINGLY LARGE NUMBER OF EDUCATED PEOPLE WILL BE ABLE TO SPEAK, READ AND UNDERSTAND A FOREIGN LANGUAGE AT THE BEGINNER'S LEVEL, BUT THE CONCLUSION WAS THAT IF THE NATIONAL NEED FOR PEOPLE WITH A SOUND KNOWLEDGE OF FOREIGN LANGUAGE AND CULTURE IS TO BE MET, ADDITIONAL EFFORTS ARE NECESSARY TO ATTRACT LARGER NUMBERS OF INTELLIGENT PEOPLE TO STUDY FOREIGN LANGUAGE AND CULTURE AT THE GRADUATE LEVEL. (RS)