In 1979, Bobby Chamberlain edited a series of essays by fellow Lusitanists under title a Portuguese Program (East Lansing: Latin American Studies Center of Michigan State University). These essays deal primarily with how to found successfully a Portuguese language program at a post-secondary institution. Almost ten years after its publication, much contained therein is still true; however, since low number of students enrolled in Portuguese studies remains approximately same 1979 national figure of 5,000 Japanese has well over 60,000), it is essential to address question of how to maintain a Portuguese program, whether ongoing or incipient. After all, a number of us have heard of universities where programs seemed to be thriving only to discover a few years later that Portuguese was no longer being offered at those institutions. Michael Fody, III points out in Building a Portuguese Program: Two Perspectives that the first place to begin Portuguese recruitment is with undergraduate and graduate majors in Romance (14). Although this is indeed true, a certain fact must be kept in mind: students majoring in French and/or Spanish (the two most popular Romance languages) become more or less confident in their ability with these languages during their junior year or at onset of their senior year. If a student, therefore, has decided to learn another language, it is usually during this period that he or she undertakes its studythis is a logical decision since, during first two years, students must devote considerable time and energy to acquire a good foundation in major language. Such a late decision is usually detrimental to a Portuguese program because it can only yield, at most, two years of adequate enrollment: beginning and intermediate. To my recollection, no senior whom I have taught has ever postponed graduation or returned as a graduate student in order to further his or her Portuguese studies. Consequently, instructors must continually beat bushes to find students who do not fit this pattern if they hope to offer any course beyond intermediate year. This situation entails another sad reality: several freshman and sophomore students who take up Portuguese do so because they waited until last minute to enroll, thus finding all Spanish and/or French beginning sections filled; or because they believe that it will be easy since they have had some high school Spanish; or (at least in institutions that have a language requirement) because they have flunked their first term of Beginning Spanish or French and feel that Portuguese would be an easier language with which to fulfill requirement. The resulting situation is a classroom where instructor is facing a number of students who either share impression that Portuguese is a Mickey Mouse subject, or find themselves at bottom rung of academic ladder. Now, let us present a better scenario: a first-year Portuguese class with a large number of intelligent and eager freshmen and sophomores. This setting does not necessarily portend an expanding program. For example, assume that, after two years of language study, many of these students decide they wish to continue studying language and some may even wish to minor in it. The instructor approaches chairperson of department only to be told that, since only two years of Portuguese are on books, instructor may teach third year as an independent study course without, of course, any additional remuneration. The instructor, faced with an already onerous teaching load and pressured by publication demands and departmental service, declines. Students are then disappointed and, soon thereafter, word is out that Portuguese is a dead-end subject for it does not go beyond first two years and, consequently, no one can learn it in depth or minor in it. Another important point is that, at time of these essays, many universities still handled some or all of their student registration through computerized cards distributed on scheduled days by faculty members or graduate students. This system provided opportunity for Portuguese faculty to augment their